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

• Caroline Bustamante ^[1] ; Jacquelyn J. Chini ^[1] ; Erin Scanlon ^[2]
  1. [1] University of Central Florida

     University of Central Florida

     Estados Unidos

     
  2. [2] University of Connecticut–Avery Point
• Localización: The Physics Teacher, ISSN 0031-921X, Vol. 59, Nº. 7, 2021, págs. 573-576
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • 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.