Theses and Dissertations

Date of Award

2025

Document Type

Dissertation - NSU Access Only

Degree Name

Doctor of Education (EdD)

Department

Abraham S. Fischler College of Education and School of Criminal Justice

Advisor

Karen Kimball

Committee Member

Hardwick, Johnson

Committee Member

Kimberly Durham

Keywords

text-tospeech (TTS), Universal Design for Learning (UDL), teacher perceptions, inclusive education, instructional adaptation, student engagement, assistive technology, qualitative research

Abstract

This phenomenological study was conducted to improve instructional support for diverse learners in a Southeast Florida Catholic high school by exploring teachers’ use of the Apple iPad accessibility feature, text-to-speech (TTS). Although this Catholic high school implemented a 1:1 iPad program, many teachers had limited experience using the built-in TTS feature to meet the diverse needs of students, including English Language Learners and those with reading difficulties. Teachers often used conventional approaches that failed to integrate assistive technology for inclusive and equitable learning.

The researcher conducted in-depth semi-structured interviews with six high school teachers to examine their experiences implementing the Apple iPad accessibility feature, TTS, in their classrooms. Participants described their lived experiences of instructional strategies, material adaptation for TTS use, challenges encountered during implementation, and the observed impacts on student engagement and motivation. The Group Experiential Themes that emerged from the analysis included empowered learning and student autonomy, improved engagement and motivation, instructional adaptation and reflection, support for diverse learner needs, and technical challenges and limitations.

The study results showed that teachers encountered technical issues and the need for professional development. However, teachers also observed positive outcomes such as enhanced student confidence, greater independence in reading tasks, and improved participation among disengaged learners.

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