Supporting Students with ADHD in Introductory Physics Courses: Four Steps for Instructors

The number of students with disabilities and specifically students with attention-deficit hyperactivity disorder (ADHD) entering postsecondary STEM education has been increasing in recent decades. However, many instructors and popular research-based curricula are not prepared to support such learner...

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Bibliographic Details
Published in:The Physics teacher 2021-10, Vol.59 (7), p.573-576
Main Authors: Bustamante, Caroline, Chini, Jacquelyn J., Scanlon, Erin
Format: Article
Language:English
Subjects:
Attention Deficit Hyperactivity Disorder
Introductory Courses
Physics
Postsecondary Education
Science Instruction
STEM Education
Student Needs
Students with Disabilities
Teaching Methods
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Summary:The number of students with disabilities and specifically students with attention-deficit hyperactivity disorder (ADHD) entering postsecondary STEM education has been increasing in recent decades. However, many instructors and popular research-based curricula are not prepared to support such learner variation. The views and experiences of people with disabilities are not uniform, either across diagnoses or within a single diagnosis, such as ADHD. Thus, individuals’ thoughts about how to support students with ADHD in physics courses will vary. We present views from one student with ADHD about strategies instructors can use to help her succeed in introductory physics courses.
ISSN:0031-921X
1943-4928
DOI:10.1119/10.0006465