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2. Are Mental Health and Neurodevelopmental Conditions Barriers to Postsecondary Access? Analytical Studies Branch Research Paper Series
- Author
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Statistics Canada, Arim, Rubab, and Frenette, Marc
- Abstract
The Canadian literature on postsecondary access has identified many of its key determinants including parental education and income, academic performance, and sex. However, relatively little work has investigated the independent role of disability in postsecondary enrollment. This study fills that gap by estimating the relationship between mental health and neurodevelopmental conditions diagnosed in childhood (available from the National Longitudinal Survey of Children and Youth [NLSCY]) and postsecondary enrollment during early adulthood (available from the tax credits on the T1 Family File [T1FF]). The study is possible as a result of the recent linkage between the NLSCY and T1FF. The findings suggest that 77% of youth who were not diagnosed with any long-term health condition in their school years (the comparison group) enrolled in postsecondary education (PSE) by their early 20s. In contrast, 60% of youth diagnosed with a neurodevelopmental condition (NDC) enrolled in PSE in the same time frame (a gap of 17 percentage points), while only 48% of youth diagnosed with a mental health condition (MHC) enrolled in PSE (a gap of 29 percentage points compared with youth in the comparison group). Youth diagnosed with both an NDC and an MHC were even less likely to enroll, with only 36% going on to PSE (41 percentage points behind youth in the comparison group). Differences in sex, academic performance and family background (e.g., parental income and education) explain only about one-third of these gaps. Among the MHCs, the most common diagnosis was Attention Deficit Hyperactivity Disorder (ADHD). Youth with an ADHD diagnosis were less likely to pursue PSE than youth diagnosed with other types of MHCs such as emotional, psychological or nervous difficulties. These findings suggest that youth diagnosed with NDCs and MHCs in their school years face barriers to enrolling in PSE that are distinct from those confronting other youth.
- Published
- 2019
3. Annual Proceedings of Selected Research and Development Papers Presented at the Annual Convention of the Association for Educational Communications and Technology (35th, Louisville, Kentucky, 2012). Volume 1
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Association for Educational Communications and Technology and Simonson, Michael
- Abstract
For the thirty-fifth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the national AECT Convention in Louisville, Kentucky. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. (Individual papers contain references.) [For Volume 2, see ED546876.]
- Published
- 2012
4. Doctoral Students with LD and/or ADHD: Decision to Disclose and/or Request Accommodations
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Darby, Alexa
- Abstract
More students with disabilities are entering doctoral programs now than ever before (Welding, 2023). The processes these students must undertake to disclose their disability and request accommodations are complex. The purpose of this study was to examine the factors associated with doctoral students with learning disabilities (LD) and/or attention-deficit/hyperactivity disorder (ADHD) disclosing to the university disability resources office, their instructors, and their faculty advisors. Twenty-one doctoral students with LD and/or ADHD participated in one-hour semi-structured Zoom interviews. The students were asked to describe their experiences in their doctoral program and their rationale for disclosure or nondisclosure and requesting or not requesting accommodations. Findings showed that doctoral students with LD and/or ADHD decide on disclosing their disability and requesting an accommodation when the need outweighs the risk. Doctoral students with LD and/or ADHD disclosed when they needed accommodations in their courses, on comprehensive exams, or for writing research papers and/or their dissertation. Seven students disclosed to their disability resources office to request accommodations in their coursework. The areas in which participants needed the most support were writing research papers and their dissertation. Eighteen of the 21 participants went to their advisor for this support. Those who did not disclose made this choice due to not needing support or fear of how they would be perceived. This research supports Boggs' (2021), Devol's (2022), and Tamjeed et al.'s (2021) findings that doctoral students with disabilities have unique needs that need to be further examined.
- Published
- 2023
5. The Perception of the College Experience for Students with ADHD
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Pirozzi, Maricla
- Abstract
Students diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) are impacted by ADHD in their academic pursuits in higher education. This study aimed to investigate, explore, understand, and offer a voice to the students directly affected by ADHD. The framework for the research was based on Ryan and Deci's (2000) Theory of Self-determination. Semi-structured interviews were conducted with eight students currently enrolled at Northeastern University pursuing an undergraduate degree who disclosed to the Disabilities Resource Center that they had been diagnosed with ADHD. The data were analyzed using Interpretative Phenomenological Analysis. Findings include early diagnosis and identification as an essential factor in an individual's growth and academic success and the influence of their support systems on their self-awareness and self-confidence. Also, balancing both internal and external motivation for college students with ADHD was essential to their well-being and effectiveness in a college setting. With little research conducted on college students with ADHD, this research provides the potential for further research to enhance faculty preparation and address conditions or disorders. [For the full proceedings, see ED626668.]
- Published
- 2022
6. Facilitators and Barriers along Pathways to Higher Education in Sweden: A Disability Lens
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Shruti Taneja-Johansson
- Abstract
The salience of education for better life outcomes is well accepted, but people with disabilities continue to be underrepresented in higher education. Building on Weedon's approach to the intersection of impairment with socioeconomic factors, this paper identifies the facilitators and barriers encountered and/or experienced by young people with disabilities along their diverse pathways to and through higher education in Sweden. The data comes from longitudinal ethnographic case studies of persons with ADHD. While the findings show similarities in impairment-specific barriers, such as transition and inadequate support available at university, they make even more visible the existing heterogeneity among people with ADHD and the inadequacy of support structures at higher education institutions. Parents, economic security and individual factors, such as ease of learning and belief in one's own capacity, were found to be strong facilitators. ADHD and socioeconomic disadvantage together magnified vulnerabilities and hurdles faced while aspiring to and accessing higher education. The article concludes by highlighting the urgent need for universities to change entrenched structures that perceive students with disabilities as a homogeneous group and disability as an individual problem, in order to enable participation of all.
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- 2024
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7. Planning for Participants' Varying Needs and Abilities in Qualitative Research
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Daryl McPadden, Vashti Sawtelle, Erin M. Scanlon, Jacquelyn J. Chini, Harsna Chahal, Regan Levy, and Alex Reynolds
- Abstract
All people vary in their needs and abilities; however, typical research practices do not consider these variations, which likely impacts who participates in research studies. Additionally, few PER studies have investigated aspects of disability or reported disability identity. Combined, this means that PER researchers typically do not seek out the experiences of disabled people and disabled people might not have access to participate in research studies. In this paper, we demonstrate how a research team can use principles from Universal Design for Learning and the Variation Planning Tool to anticipate expectations of ability and create flexible options in a qualitative research study. We then demonstrate how different interview structures can impact disabled participants through a case study with three participants, all of whom self-identified as students with attention deficit-hyperactivity disorder. Finally, we conclude with implications and suggestions for researchers in planning their study designs. It is critical that, as physics education researchers, we anticipate, welcome, and support disabled participants in our research, particularly as interviews are a prevalent method in the field. Through the example presented in this paper, we hope to encourage researchers to examine their own methods through the lens of accessibility and to offer alternative formats in their research design as a means to combat ableism and to provide access to all research participants. [This paper is part of the Focused Collection on Qualitative Methods in PER: A Critical Examination.]
- Published
- 2023
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8. Adult Attention Deficit and Hyperactivity Disorder Symptoms and Internet Addiction in College Students: Prevalence and Differential Associations
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Zhang, Wei, Jiang, Xu, Yang, Lu, and Zhu, Wanling
- Abstract
This paper presents an investigation that aims to: (1) explore the relations between core symptoms of adult Attention Deficit and Hyperactivity Disorder (ADHD) and several typical Internet activities, and (2) compare the predictive power of two core symptoms of ADHD- inattention and hyperactivity/impulsivity- in predicting Internet addiction. Methods: A total of 2016 Chinese college students participated in this study. The ADHD symptoms were assessed using Conners self-rating scales and DSM-5 semistructured interviews. Structured Clinical Interview for the Diagnostic and Statistical Manual of Mental Disorders Fifth Edition (SCID-5) was used to exclude other psychiatric disorders. Chen's Internet addiction scale (CIAS) was used to evaluate Internet addiction. Information about Internet activities (e.g., online gaming) was collected through a self-constructed questionnaire. Results: The ratio of Internet addiction problems among individuals with ADHD symptoms is significantly higher than in ordinary individuals (48.9% vs. 14.3%). Further, each core ADHD symptom has unique relations with different types of Internet activities. Specifically, both core ADHD symptoms are negatively associated with information downloading and online learning, and positively associated with online gaming, while online shopping is only associated with hyperactivity/impulsivity. Furthermore, both core ADHD symptoms are significant predictors of Internet addiction, especially inattention. Conclusion: College students with ADHD symptoms are at a higher risk of having Internet addiction than peers without ADHD symptoms. For individuals with ADHD symptoms and excessive online gaming and/or online shopping behaviors, the probability of having Internet addiction is even higher. These findings have important implications for identifying risk factors of Internet addiction and preventing Internet addiction in Higher Education settings.
- Published
- 2022
9. Proceedings of International Conference on Humanities, Social and Education Sciences (iHSES) (Los Angeles, California, April 21-24, 2022). Volume 1
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International Society for Technology, Education and Science (ISTES) Organization, Noroozi, Omid, and Sahin, Ismail
- Abstract
The aim of the International Society for Technology, Education, and Science (iHSES) conference is to offer opportunities to share ideas, discuss theoretical and practical issues, and connect with the leaders in the fields of "humanities," "education" and "social sciences." It is organized for: (1) faculty members in all disciplines of humanities, education and social sciences; (2) graduate students; (3) K-12 administrators; (4) teachers; (5) principals; and (6) all interested in education and social sciences. [Individual papers are indexed in ERIC.]
- Published
- 2022
10. Psychological Applications and Trends 2019
- Author
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Pracana, Clara and Wang, Michael
- Abstract
This book contains a compilation of papers presented at the International Psychological Applications Conference and Trends (InPACT) 2019, organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). Modern psychology offers a large range of scientific fields where it can be applied. The goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, aims ultimately to benefit society. The International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. InPACT 2019 received 322 submissions, from more than 35 different countries from all over the world, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. 107 submissions (overall, 33% acceptance rate) were accepted for presentation in the conference. The conference also included: (1) One keynote presentation by Prof. Dr. Glenys Parry (PhD, CPsychol, FBPsS, Emeritus Professor, School of Health & Related Research, University of Sheffield, United Kingdom). (2) Two Special Talks, one by Prof. Dr. Michael Wang (Emeritus Professor of Clinical Psychology, University of Leicester, United Kingdom), and the other by Prof. Dr. Luís Delgado (Applied Psychology Research Center Capabilities and Inclusion (APPsyCI) -- University Institute, Portugal). We would like to express our gratitude to all our invitees. The Conference addresses different categories inside Applied Psychology area and papers fit broadly into one of the named themes and sub-themes. The conference program includes six main broad-ranging categories that cover diversified interest areas: (1) Clinical Psychology: Emotions and related psychological processes; Assessment; Psychotherapy and counseling; Addictive behaviors; Eating disorders; Personality disorders; Quality of life and mental health; Communication within relationships; Services of mental health; and Psychopathology. (2) Educational Psychology: Language and cognitive processes; School environment and childhood disorders; Parenting and parenting related processes; Learning and technology; Psychology in schools; Intelligence and creativity; Motivation in classroom; Perspectives on teaching; Assessment and evaluation; and Individual differences in learning. (3) Social Psychology: Cross-cultural dimensions of mental disorders; Employment issues and training; Organizational psychology; Psychology in politics and international issues; Social factors in adolescence and its development; Social anxiety and self-esteem; Immigration and social policy; Self-efficacy and identity development; Parenting and social support; Addiction and stigmatization; and Psychological and social impact of virtual networks. (4) Legal Psychology: Violence and trauma; Mass-media and aggression; Intra-familial violence; Juvenile delinquency; Aggressive behavior in childhood; Internet offending; Working with crime perpetrators; Forensic psychology; Violent risk assessment; and Law enforcement and stress. (5) Cognitive and Experimental Psychology: Perception, memory and attention; Decision making and problem-solving; Concept formation, reasoning and judgment; Language processing; Learning skills and education; Cognitive Neuroscience; Computer analogies and information processing (Artificial Intelligence and computer simulations); Social and cultural factors in the cognitive approach; Experimental methods, research and statistics; and Biopsychology. (6) Psychoanalysis and Psychoanalytical Psychotherapy: Psychoanalysis and psychology; The unconscious; The Oedipus complex; Psychoanalysis of children; Pathological mourning; Addictive personalities; Borderline organizations; Narcissistic personalities; Anxiety and phobias; Psychosis; Neuropsychoanalysis. This book contains the results of the different researches conducted by authors who focused on what they are passionate about: to study and develop research in areas related to Psychology and its applications. It includes an extensive variety of contributors and presenters that are hereby sharing with us their different personal, academic and cultural experiences. We would like to thank all the authors and participants, the members of the academic scientific committee, and of course, to the organizing and administration team for making and putting this conference together. [These proceedings were published by InScience Press. Abstract modified to meet ERIC guidelines. For the 2018 proceedings, see ED604953.]
- Published
- 2019
11. Psychological Applications and Trends 2018
- Author
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Pracana, Clara and Wang, Michael
- Abstract
This book contains a compilation of papers presented at the International Psychological Applications Conference and Trends (InPACT) 2018, organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). Modern psychology offers a large range of scientific fields where it can be applied. The goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, aims ultimately to benefit society. The International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. InPACT 2018 received 386 submissions, from more than 35 different countries from all over the world, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. 126 submissions (overall, 32% acceptance rate) were accepted for presentation in the conference. The conference also includes a keynote presentation by Dr. Saima Löfgren (BSc(Hons), MSc, DClinPsy, Clinical Psychologist, Visiting Lecturer at the Universities of Nottingham and Leicester, United Kingdom); and two Special Talks, one by Prof. Dr. Michael Wang (Professor of Clinical Psychology, University of Leicester, United Kingdom), and the other by Prof. Dr. Pedro Oliveira (MSc on Anthropology and Child Development, PhD in Social Anthropology, Clinical Psychologist, Member of the Portuguese Order of Psychologists, Portugal). We would like to express our gratitude to all our invitees. The Conference addresses different categories inside Applied Psychology area and papers fit broadly into one of the named themes and sub-themes. The conference program includes six main broad-ranging categories that cover diversified interest areas: (1) Clinical Psychology: Emotions and related psychological processes; Assessment; Psychotherapy and counseling; Addictive behaviors; Eating disorders; Personality disorders; Quality of life and mental health; Communication within relationships; Services of mental health; and Psychopathology. (2) Educational Psychology: Language and cognitive processes; School environment and childhood disorders; Parenting and parenting related processes; Learning and technology; Psychology in schools; Intelligence and creativity; Motivation in classroom; Perspectives on teaching; Assessment and evaluation; and Individual differences in learning. (3) Social Psychology: Cross-cultural dimensions of mental disorders; Employment issues and training; Organizational psychology; Psychology in politics and international issues; Social factors in adolescence and its development; Social anxiety and self-esteem; Immigration and social policy; Self-efficacy and identity development; Parenting and social support; Addiction and stigmatization; and Psychological and social impact of virtual networks. (4) Legal Psychology: Violence and trauma; Mass-media and aggression; Intra-familial violence; Juvenile delinquency; Aggressive behavior in childhood; Internet offending; Working with crime perpetrators; Forensic psychology; Violent risk assessment; and Law enforcement and stress. (5) Cognitive and Experimental Psychology: Perception, memory and attention; Decision making and problem-solving; Concept formation, reasoning and judgment; Language processing; Learning skills and education; Cognitive Neuroscience; Computer analogies and information processing (Artificial Intelligence and computer simulations); Social and cultural factors in the cognitive approach; Experimental methods, research and statistics; and Biopsychology. (6) Psychoanalysis and Psychoanalytical Psychotherapy: Psychoanalysis and psychology; The unconscious; The Oedipus complex; Psychoanalysis of children; Pathological mourning; Addictive personalities; Borderline organizations; Narcissistic personalities; Anxiety and phobias; Psychosis; Neuropsychoanalysis. This book contains the results of the different researches conducted by authors who focused on what they are passionate about: to study and develop research in areas related to Psychology and its applications. It includes an extensive variety of contributors and presenters that are hereby sharing with us their different personal, academic and cultural experiences. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, and of course, to the organizing and administration team for making and putting this conference together. [These proceedings were published by InScience Press. Abstract modified to meet ERIC guidelines. For the 2017 proceedings, see ED604951.]
- Published
- 2018
12. Mental Health Informed Educators: Facilitating Student Academic Success
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Perera, Dilani M. and Wheeler, Melissa
- Abstract
One in five children experiences a diagnosable mental disorder. However, adolescents have been overlooked in programming and policy responses to mental health issues. Mental health issues contribute to poor academic performance, lower rates of high school graduation, disrupted development, increased health risk, role transition from adolescent to adult, and cumulatively to poor prognosis of life outcome. Early identification, intervention, and treatment is vital to addressing the mental health issues of children. In this commentary, we as counselor educators propose mental health informed educators as a solution to facilitate academic success in students with mental health issues and an eventual positive transition to adulthood.
- Published
- 2021
- Full Text
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13. Education's Role in Preparing Globally Competent Citizens. BCES Conference Books, Volume 12
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Bulgarian Comparative Education Society (BCES), Popov, Nikolay, Wolhuter, Charl, Ermenc, Klara Skubic, Hilton, Gillian,, Ogunleye, James, Chigisheva, Oksana, Popov, Nikolay, Wolhuter, Charl, Ermenc, Klara Skubic, Hilton, Gillian,, Ogunleye, James, Chigisheva, Oksana, and Bulgarian Comparative Education Society (BCES)
- Abstract
This volume contains papers submitted to the 12th Annual International Conference of the Bulgarian Comparative Education Society (BCES), held in Sofia and Nessebar, Bulgaria, in June 2014, and papers submitted to the 2nd International Partner Conference, organized by the International Research Centre 'Scientific Cooperation,' Rostov-on-Don, Russia. The volume also includes papers submitted to the International Symposium on Comparative Sciences, organized by the Bulgarian Comparative Education Society in Sofia, in October 2013. The 12th BCES Conference theme is "Education's Role in Preparing Globally Competent Citizens." The 2nd Partner Conference theme is "Contemporary Science and Education: New Challenges -- New Decisions." The book consists of 103 papers, written by 167 authors and co-authors, and grouped into 7 parts. Parts 1-4 comprise papers submitted to the 12th BCES Conference, and Parts 5-7 comprise papers submitted to the 2nd Partner Conference. The 103 papers are divided into the following parts: (1) Comparative Education & History of Education; (2) Pre-service and In-service Teacher Training & Learning and Teaching Styles; (3) Education Policy, Reforms and School Leadership; (4) Higher Education, Lifelong Learning and Social Inclusion; (5) Educational Development Strategies in Different Countries and Regions of the World: National, Regional and Global Levels; (6) Key Directions and Characteristics of Research Organization in Contemporary World; and (7) International Scientific and Educational Cooperation for the Solution of Contemporary Global Issues: From Global Competition to World Integration.
- Published
- 2014
14. Findings of Studies on Dyscalculia--A Synthesis
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Raja, B. William Dharma and Kumar, S. Praveen
- Abstract
Children with learning disabilities face problems in acquiring the basic skills needed for learning. Dyscalculia is one among those learning disorders which affects the ability to acquire arithmetic skills that are needed to perform mathematical calculations. However this is a learning difficulty which is often not recognized. The objectives of this paper are to review studies and related literature on different types of dyscalculia; dyscalculics at various levels; relating dyscalculia to other learning disabilities; methods for overcoming dyscalculia; and comparison of dyscalculics and normal children. The dissertation abstracts international (1990-2010), the educational and psychological journals both at national and international levels, websites and related books have been reviewed for fulfilling the objectives of this paper. Among the studies reviewed, ten were taken from dissertation abstracts international, eleven from journals and six were from websites. The related literature was also collected from five books and from an Indian newspaper. Review of studies reveals the fact that less research has been done in the area of mathematical deficiencies. The need to conduct more researches on dyscalculia is essential in order to mitigate the problems of dyscalculics.
- Published
- 2012
15. Accommodating College Students with Learning Disabilities: ADD, ADHD, and Dyslexia
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John William Pope Center for Higher Education Policy and Vickers, Melana Zyla
- Abstract
Universities are providing extra time on tests, quiet exam rooms, in-class note-takers, and other assistance to college students with modest learning disabilities. But these policies are shrouded in secrecy. This paper, "Accommodating College Students with Learning Disabilities: ADD, ADHD, and Dyslexia," by Melana Zyla Vickers, examines the nature of this assistance and discusses the policy questions it raises. This research report is based on interviews with on-campus experts in learning disabilities, professors who deal with learning-disabled students, and students themselves. It incorporates statistics showing the rise in accommodations for college students' mild learning disabilities. The paper is not about severe disabilities such as autism, brain injuries, or visual or hearing impairment. The rise in accommodation by universities has been fueled by changing diagnoses of learning disabilities and by federal laws. Federal requirements are not, however, as demanding as are laws that apply to K-12 students. Those requirements could change, however, depending on the outcome of a court case currently under consideration. (Contains 58 notes.)
- Published
- 2010
16. A Reflective Conversation with Jane Piirto
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Sansom, Shyanne, Barnes, Bryan, Carrizales, Jason, and Shaughnessy, Michael F.
- Abstract
This article offers a conversation with Dr. Jane Piirto, author, and professor at Ashland University, where she teaches in the Department of Inclusive Services & Exceptional Learners and the Doctoral Program in Leadership Studies. Here she discusses what she is currently working on, how the five dimensions of overexcitability relate to ADHD, whether or not students identified as gifted and talented are more likely to receive a diagnosis of ADHD, and how teachers can capture this overexcitability and intensity and use it to enhance their learning and creativity. She also discusses the most important thing for regular classroom teachers to know about their gifted students, how gifted programs focus on a student's individual strengths, and where she thinks gifted education is headed. Also provided is an exercise in guided imagery for staff development, and a poem by Dr. Piirto.
- Published
- 2018
- Full Text
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17. Role of Education Settings in Transition from Child to Adult Health Services for Young People with ADHD
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Benham-Clarke, Simon, Ford, Tamsin, Mitchell, Siobhan B., Price, Anna, Newlove-Delgado, Tamsin, Blake, Sharon, Eke, Helen, Moore, Darren A., Emma Russell, Abigail, and Janssens, Astrid
- Abstract
Attention-Deficit/Hyperactivity Disorder (ADHD) is a common neurodevelopmental condition. As such most schools, Further Education colleges, vocational training and Higher Education settings will need to support affected children and young people. When young people who require ongoing treatment for ADHD are around 18 years of age, they must transition from child to adult mental health services. However, only a small proportion successfully transition. As significant educational transitions are often happening at the same time, there is a need to consider how education and health service transitions may impact on one another. This paper presents findings from a large UK qualitative study involving 144 semi-structured interviews with young people who had ADHD, parents and health professionals. Two themes were identified which support the notion that education transition can impact health transition. Firstly, transition to adult health services typically requires continued prescription of ADHD medication, yet many young people stop taking their medication due to a belief that it is only needed for education-based learning. Secondly, if a young person is continuing education post-18, a lack of joined-up planning between education and health (outside of special schools) or consistent support in Higher/Further Education can leave young people with ADHD in limbo between health services and struggling within education. Given these findings, we recommend regarding multi-agency service statutory health care transition, educational staff training and ongoing oversight of child to adult health service and adult to adult health service transition effectiveness.
- Published
- 2021
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18. Woodland in Practical Skills Therapeutic Education
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Mata, Paula, Gibons, Kenneth, and Mata, Fernando
- Abstract
Modern urban life provides less opportunities to contact with nature, which is a potential cause of developmental deviances in children. We investigated the potential therapeutic effect of woodlands, within the context of Practical Skills Therapeutic Education at the Ruskin Mill College, UK. Data on physical and emotional perceptions were collected through a questionnaire: sight was the physical sense with higher impact (P < 0.05); contemplation, away from pressure, relaxation, peace, quietness and freedom rated higher in emotional senses (P < 0.05). The place conveying the highest sense of comfort was the woodlands (P < 0.05). The Biophilia Theory, and the Attention Restorative Theory, that explain the recovery from Directed Attention Fatigue through exposure to natural environments, frame these results. A considerable amount of students attending the College is diagnosed with Attention Deficit Hyperactivity Disorder being argued that the woodlands are a potential restorative place. [Paper presented at the Inclusive and Supportive Education IV Conference Congresso Internacional da Pró-Inclusão (8th, Lisbon, Portugal, July 26-29, 2016).]
- Published
- 2016
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19. Academic Coaching and Self-Regulation: Promoting the Success of Students with Disabilities
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Mitchell, Joshua J. and Gansemer-Topf, Ann M.
- Abstract
The increasing number of students with disabilities enrolling in postsecondary education, and the variety of these disabilities, challenges higher education institutions to meet the unique needs of these students. Academic coaching has been found to be effective in enhancing student success and is one approach that can help meet the needs of students with disabilities. This paper describes an academic coaching model for students with disabilities, discusses the theoretical foundations on which the model was developed, and summarizes the results of an assessment of the program.
- Published
- 2016
20. The Effect of Transition Planning and Goal-Setting on College Enrollment among Youth with Autism Spectrum Disorders
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Wei, Xin, Wagner, Mary, Hudson, Laura, Yu, Jennifer W., and Javitz, Harold
- Abstract
This study used propensity score techniques to assess the relationship between transition planning participation and goal-setting and college enrollment among youth with Autism Spectrum Disorders (ASDs). Using data from waves 1 through 5 of the National Longitudinal Transition Study-2, this study found that 2- or 4-year college enrollment rates were significantly higher among youth with ASDs who participated in transition planning and those who had a primary transition goal of college enrollment. Educational implications are discussed. [This paper was published in "Remedial and Special Education" v37 n1 p3-14 Jan-Feb 2016 (EJ1085149).]
- Published
- 2016
- Full Text
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21. Does Higher Education Level the Playing Field? Socio-Economic Differences in Graduate Earnings
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Crawford, Claire and van der Erve, Laura
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Education--and in particular higher education--is often regarded as a route to social mobility. For this to be the case, however, the link between family background and adult outcomes must be broken (or at least reduced) once we take account of an individual's education history. This paper provides new evidence on differences in graduates' earnings by socio-economic background, exploiting rich individual-level data to account for more of the ways in which graduates from different socio-economic backgrounds differ from each other than has been possible in previous research on this topic. We continue to find significant differences between the earnings of graduates from lower and higher socio-economic backgrounds, even after accounting for a rich array of characteristics, skills and experiences from before individuals went to university, as well as their labour market experiences subsequently. These results suggest that it is not enough simply to encourage more young people to go to university, or even to ensure that they graduate with "good" degrees; policymakers interested in increasing social mobility also need to focus on what happens to them once they leave university to ensure that higher education is truly able to "level the playing field" between those from different socio-economic backgrounds.
- Published
- 2015
22. Disabling Barriers Experienced by Students with Disabilities in Postsecondary Introductory Physics
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James, Westley, Bustamante, Caroline, Lamons, Kamryn, Scanlon, Erin, and Jacquelyn J. Chini
- Abstract
Educators and education researchers in postsecondary physics have rarely centered (i.e., intentionally directed attention to) the experiences of students with disabilities, leading to an instructional environment that is not designed to support students with disabilities. In this study, we interviewed five students who identified with the diagnosis of attention-deficit/hyperactivity disorder (ADHD) and were enrolled in introductory physics courses at a public four-year institution. We framed our investigation with a social relational perspective of disability, which posits that an individual's impairments (referred to as diagnosis characteristics in this paper) interact with social structures to result in disabling barriers (i.e., characteristics of social structures which prevent equal access for individuals with disabilities). We analyzed interview transcripts with interpretative phenomenological analysis (IPA). We found that the participating students discussed diagnosis characteristics including difficulties with focus, being prone to distractions, difficulties with keeping mental track of tasks and structures, and thinking often about abstract concepts. Diagnosis characteristics identified as challenges could result in negative selfperceptions, possibly as a result of internalized ableism. However, students also expressed that understanding their diagnosis led to benefits such as making more informed choices about their study strategies (e.g., using a planner or chunking their studying time). In alignment with our social relational perspective of disability, we found that course design could support or hinder participants' ability to use their preferred planning or studying strategies. We also found that students experienced increased barriers in their physics courses compared to other courses, specifically due to the increased time needed to process information and a lack of guidance for how to effectively study content for conceptual understanding. SCALE-UP courses introduced supports due to increased student autonomy but could also introduce barriers due to increased distractions. We present recommendations that instructors can implement to increase course supports. Researchers need to continue to center the experiences of students with disabilities in STEM courses so that researchers and practitioners can identify disciplinarily specific strategies to support student engagement and learning.
- Published
- 2020
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23. Theatre as Representation (TAR) and the Teaching of a Graduate Administration of Inclusive Schools Course
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Meyer, Matthew J. and Young, David C.
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Based on continuing research in Theatre as Representation (TAR), this paper examines and explores an application of a TAR based dramatic scenario that expands each participant's creative awareness of both content and participation in an administration of inclusive schools graduate Master of Education (M.Ed.) course.
- Published
- 2013
24. An Interview with Dan Hallahan: From Clinical Researcher to Consummate Teacher Educator
- Author
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Sayeski, Kristin L.
- Abstract
Kristin L. Sayeski introduces the reader to Dan Hallahan and provides a synopsis of his educational background. She reports Hallahan received his BA in psychology in 1967 and his PhD in education and psychology in 1971 from the University of Michigan, then began his career as an assistant professor in special education at the University of Virginia in 1971. He now serves as the Charles S. Robb Professor of Education and director of doctoral studies at the University of Virginia. His interest in clinical research on attention, behavior, and learning led him to work with many notable scholars at the University of Michigan. This training provided a rich foundation for Hallahan's later work in the areas of self-monitoring and instructional strategies for individuals with learning disabilities and attention-deficit-hyperactivity disorders. During his time at Virginia, he has served as department chair (1980-1985, 1997-2008) and received numerous teaching and research awards. In addition to his contributions at Virginia, Dan has also served as a leader in the field of learning disabilities. He is the past president of the Division for Learning Disabilities of the Council for Exceptional Children (CEC) and received CEC's Career Research Award in 2000. He was the inaugural editor of "Exceptionality" and currently serves on numerous editorial boards including "Learning Disabilities Research & Practice," "Learning Disabilities Quarterly," "Journal of Special Education," and "Exceptionality." Dan Hallahan is the coauthor of several texts, including "Exceptional Learners: Introduction to Special Education" (12th ed.) and "Learning Disabilities: Foundations, Characteristics, and Effective Teaching" (3rd ed.). Kristin L. Sayeski continues expanding on the life and work of Dr. Hallahan as part of this articles interview.
- Published
- 2014
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25. The Academic Success of College Students with Attention Deficit Hyperactivity Disorder and Learning Disabilites
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Richman, Erica Lynn
- Abstract
The importance of graduating from college is well documented but unfortunately, students with ADHD, LD, or both often face considerable challenges while pursuing their undergraduate degrees. Both research and literature in this area are scarce. This work helps fill this gap and increase understanding of ADHD and LD students in college. Paper one contains an extensive review of the literature and social policies which are used to examine the complexities surrounding the academic success of this vulnerable and growing group. Paper one also describes mandated and optional intervention strategies that support these students, and evaluates the evidence base for six frequently used optional interventions. Paper two describes the characteristics, diagnoses, service use patterns, and academic success of students approved for ADHD and or LD services at one large public university. Using regression analyses, it examines the relationships among those variables. Paper three uses propensity score matching and a survival analysis to compare the academic success of students eligible to use ADHD/LD support services with a large control sample. Results of paper one indicate that the field of disability services is moving toward greater reliance on evidence based practice, but the current level of evidence remains inadequate. Overall there was a mix of results some supports were tested and validated among students with ADHD/LD, some require more research but showed great promise and still some require substantially more research to determine their effectiveness. Paper two yielded many important outcomes, among the most salient were that ADHD/LD students take longer to graduate than the average student, and the difference is significantly greater for students who only use accommodations. Also, most students who register for services do actually take advantage of them, but those who never return are no worse off academically. Further, students who had more service contacts were more likely to have higher GPAs. Paper three confirms that ADHD and/or LD students experience less academic success than the average student. They are less likely to graduate, take longer to do so, and as compared with nondisabled peers, they have lower GPAs and higher rates of withdrawals, ineligibilities, and course underloads. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2013
26. The Four-Year College Experience of One Student with Multiple Learning Disabilities
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Hadley, Wanda
- Abstract
The number of students with learning disabilities (LD) attending postsecondary institutions with the intent of graduating and pursuing employment is progressively increasing. This paper was developed from the experiences of Mitchell's (a pseudonym) participation in a four-year research study with nine other college students with LD. At the end of the four years at the university, all the students graduated. After graduation, Mitchell transitioned to employment by a government agency. He was diagnosed with multiple LD and his transition to and persistence in college and into his first year of employment where his LD influenced his day-to-day college and work activities are discussed. Mitchell's experiences were singled-out from the other nine students who participated in the study because he was diagnosed with dyslexia, dysgraphia, and attention deficit hyperactivity disorder. He majored in and graduated in two disciplines plus declared a minor in a third, used very few university accommodations and still managed to graduate with honors and earn success in the workplace.
- Published
- 2017
27. Ambivalent Attitudes about Teaching Children with Attention Deficit/Hyperactivity Disorder (ADHD)
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Anderson, Donnah L., Watt, Sue E., and Shanley, Dianne C.
- Abstract
Drawing on attitude theories from social psychology, we conducted a survey of Australian pre-service (n = 327) and in-service (n = 127) teachers' attitudes about teaching children with attention-deficit/hyperactivity disorder (ADHD). This paper reports a content analysis of beliefs, affect and behaviours towards teaching children with ADHD and quantitative analyses pertaining to attitudinal ambivalence--that is, where a teacher may simultaneously report negative and positive evaluations of teaching children with ADHD. While on average, overall or global attitudes were mildly positive for both cohorts, considerable ambivalence about teaching children with ADHD was commonly experienced. Participants reported ambivalent beliefs, affect and behaviours, as well as ambivalence between these attitude components. Paradoxically, participants who knew more about ADHD and held stronger positive global attitudes about teaching children with ADHD reported less ambivalent behaviours towards these children, but reported more ambivalent beliefs. The implications for teachers' professional development and training are discussed.
- Published
- 2017
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28. ADHD in the College Student: Is Anyone Else Worried?
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Diller, Lawrence
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The illegal, non-prescriptive use of prescription stimulants appears to be growing among college students. Recent analyses using "DSM-IV" criteria suggest that this group of misusers may actually represent cases of undiagnosed ADHD. Such analyses, however, are limited by a diagnostic system that is neither contextural nor dimensional. The ADHD symptoms of the newly diagnosed college student may be highly context and time specific and represent a normal response to temporarily increased demands on intellect and motivation. Diagnosing college students who are misusing stimulants with ADHD runs the risk of further trivializing the ADHD diagnosis. Also from a historical perspective, legitimizing the use of prescription stimulants in this age group may unintentionally only further increase the likelihood of a greater prescription stimulant abuse epidemic.
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- 2010
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29. An Analysis of the Discourses on Attention Deficit Hyperactivity Disorder (ADHD) in US Special Education Textbooks, with Implications for Inclusive Education
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Freedman, Justin E.
- Abstract
The purpose of this paper is to examine the discourses on attention deficit hyperactivity disorder (ADHD) found in textbooks used in pre-service special education programmes in the USA. Five textbooks are examined with the intent of discovering how ADHD is portrayed to future teachers. A discourse analysis framework is utilised, revealing five categories that structure the discourses of textbooks: definition, causes, symptoms, characteristics, and treatment. Examples of each are provided, followed by a critical analysis of the underlying meanings and assumptions. The analysis reveals an overwhelmingly medicalised narrative in which children diagnosed with ADHD are presented as inherently dysfunctional and devoid of positive characteristics. Two implications of this analysis are suggested: (1) teachers are likely to limit their pedagogical responses to these children in favour of relying upon medical knowledge and (2) teachers are apt to construct policy that is inconsistent with the goal of inclusive education to embrace diversity in the classroom. Lastly, the importance of exposing pre-service teachers to an alternative discourse on ADHD is discussed.
- Published
- 2016
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30. A Case Study of an Adult Learner with ASD and ADHD in an Undergraduate Online Learning Environment
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Meyers, Christopher A. and Bagnall, Richard G.
- Abstract
The contemporary need for older workers to participate in education and training programs to increase their employability has exposed many of them to learning opportunities involving online learning in higher education. This paper reports research into the issues and experiences of an adult learner with autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD) engaging in undergraduate online learning. The issues and experiences were identified through the use of inductive, in-depth interpretive phenomenological analysis (IPA), as part of a larger study. The profile of the target student was very different from the other nine participants in the study, and was interpreted as principally related to disorientation within his online learning environment. Three types of disorientation were identified--navigational, contextual, and procedural--each of which presented strategies for its mitigation. The research revealed a significant disjunction between the characteristics of the learner's online learning environment and his learning needs and preferences, which has implications for the design and development of inclusive online learning environments in higher education.
- Published
- 2015
31. Student Teacher Experiences in a Service-Learning Project for Children with Attention-Deficit Hyperactivity Disorder
- Author
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Wilkinson, Shawn, Harvey, William J., Bloom, Gordon A., Joober, Ridha, and Grizenko, Natalie
- Abstract
Background: Service learning (SL) is a collaborative relationship between university professors, their students, and community partners who combine academic learning and active participation to address community issues. Previous studies in SL and physical education teacher education (PETE) found SL projects increased opportunities for learning and applying pedagogical methods, prepared PETE students to teach children from diverse backgrounds, and promoted an understanding of individual teaching responsibilities. Given the number of PETE university programs in SL emerged over the past decade, minimal research has supported the specific use of SL in PETE. It was suggested that PETE programs provided content knowledge and pedagogical strategies to deal effectively with immediate instructional challenges but paid less attention to anticipate future challenges through student teaching experiences. A SL project for children with attention-deficit hyperactivity disorder (ADHD) was designed which enabled PETE students to learn how to manage behavior while teaching physical education. Purpose: To explore the experiences of PETE students in a SL project for children with ADHD. Participants and setting: Four female and two male PETE students were the participants in this study which investigated their project experiences in SL at a major mental health institute in a large urban Canadian city. Research design: A phenomenological approach was used to describe the lived experiences of PETE students in the SL project. Data gathering: Individual semi-structured interviews were conducted and videotaped to acquire rich and deep knowledge of PETE students' SL experience. Each student was requested to bring unit plans, lesson plans, written reflections, and final term papers to enhance the interview process. Data analysis: Each interview was transcribed verbatim and a line-by-line thematic analysis was performed. Findings: Three higher-order themes emerged from thematic analysis. The "where have I been" theme suggested past teaching and community work experiences shaped decisions to become physical educators. The "it's all about caring" theme involved reduction of stigma linked to teaching children with ADHD and merging theory and practice through application of instructional models and deliberate lesson plans. The "teaching to play" theme revealed various benefits linked to PETE student participation in SL and challenges inherent with team teaching. Conclusions: Future research recommendations include capturing the experiences of other participants in the SL project for children with ADHD to gain much greater insight into the whole SL experience and help to shape future projects. Much research remains to be performed in SL and adapted physical education (APE) or local community recreation centers where students from allied health disciplines could participate together. A variety of different qualitative research approaches were also recommended to explore participant experiences in SL projects. Similar SL projects, conducted in multidisciplinary environments, may also be exciting new venues for PETE programs. Finally, the participants' stories led us to suggest that SL is a contemporary pedagogy that addresses calls for the development of caring pedagogies that prepare future teachers for the realities and challenges of a changing world.
- Published
- 2013
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32. The Ethics of Researching Those Who Are Close to You: The Case of the Abandoned ADD Project
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Puchner, Laurel D. and Smith, Louis M.
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This paper explores the ethical issues involved when researchers attempt to study participants who are personally close to them. It describes a case in which two researchers decided to study the experiences respectively of their son and grandson, both with ADD. They had barely initiated the study when ethical concerns led them to abandon the project. The authors relate the specific issues raised in the case to general issues of ethics in action research, such as anonymity, informed consent, collaboration, and the tension between the personal and professional.
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- 2008
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33. Cognitive Behavior Therapy for College Students with Attention-Deficit/Hyperactivity Disorder
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Ramsay, J. Russell and Rostain, Anthony L.
- Abstract
Attention-Deficit/Hyperactivity Disorder (ADHD) is a developmental syndrome that persists into adulthood for the majority of children with ADHD. Other individuals may not experience the full negative effects of undiagnosed ADHD until they face the demands of adult life. College counseling centers in particular are seeing a rise in the number of students seeking therapeutic services for issues related to ADHD. The purpose of this paper is to provide background information about the prevalence of ADHD on college campuses, its impact on affected students, and to introduce a cognitive behavior therapy approach for college students with ADHD.
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- 2006
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34. A systematic review of actions aimed at university students with ADHD.
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Álvarez-Godos, María, Ferreira, Camino, and Vieira, María-José
- Subjects
ONLINE education ,COLLEGE students ,ATTENTION-deficit hyperactivity disorder - Abstract
University students with Attention Deficit Hyperactivity Disorder (ADHD) need to have a range of actions at their disposal that are tailored to their needs. The aim of this study is to analyse the actions of support for university students with ADHD by means of a systematic review of ERIC, WOS, and Scopus from 2017 to 2022, following the PICOC and PRISMA guidelines. A sample of 24 studies are analysed through the MAXQDA 2022 software. The results show two types of studies, on the one hand, supporting actions offered directly by universities to their students and, on the other, intervention programs from which university students have benefit but outside the university settings. Concerning the first type, universities mainly offer accommodations linked to exams, tutoring and online courses adapted to ADHD students. About the second type, programmes focused on cognitive-behavioural therapy, coaching and mindfulness have proven to be useful with ADHD university students. In this sense, further research is needed to analyze the viability of including these intervention programs for ADHD students at universities. [ABSTRACT FROM AUTHOR]
- Published
- 2023
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35. "Eventually I'm gonna need people": Social capital among college students with developmental disability.
- Author
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Hoyle, Jessica N., Laditka, James N., and Laditka, Sarah B.
- Subjects
- *
STUDENTS with disabilities , *SOCIAL capital , *DEVELOPMENTAL disabilities , *COLLEGE students , *ATTENTION-deficit hyperactivity disorder , *COVID-19 pandemic - Abstract
Background and Aims: About 18% of college students have disabilities. Social capital, resources we can tap from relationships, may be particularly valuable for students with disabilities. Yet, disabilities often limit the individual's ability to develop or use social capital. We studied how college students with developmental disabilities understand, develop, and use social capital.Methods and Procedures: We conducted in-depth semi-structured Zoom interviews with 10 women with developmental disabilities enrolled at a public university in the southeastern United States early in 2021. We examined the qualitative data with thematic analysis.Outcomes and Results: Participants averaged age 20; 70% reported attention deficit disorder or attention deficit hyperactivity disorder; 90% reported multiple diagnoses. Most participants described COVID-19 pandemic-related isolation and stress, which magnified both the need for relationships and awareness of that need, prompting participants to become proactive in forming and maintaining relationships despite anxiety about them. Themes were: foundational relationships, reciprocity, expanding horizons, a need for new relationships, focus on the future and relationship barriers.Conclusions and Implications: Results highlight the importance of social relationships and the resources they provide to students with disabilities, particularly in stressful times. Colleges can help students by connecting them with others and providing strategies for building and maintaining social capital.What This Paper Adds: College students with developmental disabilities often face challenges developing and maintaining social capital, resources derived from relationships with other people. These resources are key to success in school and after graduation, as students continue into adulthood. We studied how students with developmental disabilities build social capital. The students described their relationships with others and the types of support they contributed to and received from those relationships. We also extended previous research by examining pandemic-related effects, interviewing participants nearly one year into the COVID-19 pandemic. We provide recommendations for further research and ways colleges and universities can encourage social capital development among all students. [ABSTRACT FROM AUTHOR]- Published
- 2022
- Full Text
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36. Testing Accommodations: Implications for Physical Therapy Educators and Students
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Renee Mabey, Debbie Ingram, and Thomas Mohr
- Subjects
Licensure ,medicine.medical_specialty ,Higher education ,business.industry ,Specific learning disability ,media_common.quotation_subject ,education ,medicine.disease ,Impulsivity ,Reading (process) ,Learning disability ,Physical therapy ,Medicine ,Attention deficit hyperactivity disorder ,medicine.symptom ,business ,Statistics education ,media_common - Abstract
BACKGROUND AND PURPOSEThe number of students with learning disabilities enrolled in universities is increasing, and faculty members are asked to provide testing accommodations for them.1 Appropriateness and consistency of accommodations, however, is controversial. Accommodations provided within academic programs may or may not be consistent with accommodations permitted during licensure examinations. This paper will provide an introduction to learning disability issues within higher education, accommodations provided on the NPTE, and recommendations for academic programs, licensing boards, and clinical sites.Prevalence of Learning DisabilitiesThe prevalence of learning disabilities (LD) among college students is growing. Current estimates suggest that among United States colleges and universities, 2 out of every 100 students have attention deficit disorder (ADD), attention deficit hyperactivity disorder (ADHD), or a learning disability such as dyslexia.1 The US Department of Education, National Center for Education Statistics reported that 11% of undergraduates in both 2004 and 2008 reported having a disability of some type, including various learning disabilities.2 In 2008, 43% of the students with disabilities were male and 57% were female. As reported in this study, the majority of the students were White (66%), 13% were Black, 12% were Hispanic, 5% were Asian, and less than 1% were American Indian or Alaska Native. Fifty-four percent were under age 24, 20% were 24 to 29, and 26% were 30 or older.The percentage of total public school enrollment of children (ages 3 to 21) who received services from the Individuals with Disabilities Act (IDEA) increased from 11% to 14% between 1990 and 2005.3 Since 2005, there has been a slight, yearly decline, and by 2012, the portion of those receiving services was at 13%. A higher percentage of children and youth ages 3 to 21 received services under IDEA for specific learning disabilities than for any other type of disability in 2011 and 2012 (36%).One of the issues surrounding learning disabilities is the terminology used. Terms such as "learning disabilities," "specific learning disabilities," and "learning disorders" are often used interchangeably, although, by definition, they are not necessarily the same. IDEA legally defines a "specific learning disability" as a disorder in 1 or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations.4 Specific learning disabilities do not include learning problems that are primarily the result of visual, hearing, or motor disabilities. The new Diagnostic and Statistical Manual of Mental Disorders (DSM V) medical definition is consistent with those legal definitions.3 These disorders are characterized by academic functioning that is substantially below expectation, given the persons chronological age, measured intelligence, and ageappropriate education. The specific disorders included in this section include impairments in reading, mathematics, and written expression. ADHD is defined as a persistent pattern of inattention or hyperactivity and impulsivity that interferes with functioning or development.3 A specific learning disability may occur in conjunction with ADHD. For this paper, we will use the term "specific learning disabilities" to include both the legal and medical definitions of these disorders. Unless otherwise stated, ADD and ADHD will not be included with specific learning disabilities.In contrast to the percentage of students (ages 3 to 21) with learning disabilities, the percentage of students with hearing impairment, orthopedic, and visual impairments has remained relatively stable at close to 4% of the total.3 Speech and language impairments account for about 21% of the total disabilities.At the University of North Carolina at Chapel Hill, the number of college students with LD and ADD receiving accommodations almost doubled since 2002 and increased eightfold since the 1980s. …
- Published
- 2015
37. Developmental co-ordination disorder (DCD) in adolescents and adults in further and higher education
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Amanda Kirby, David Sugden, Lisa Edwards, and Sally Beveridge
- Subjects
Higher education ,business.industry ,education ,Dyslexia ,medicine.disease ,Education ,Developmental psychology ,Adult education ,Autism spectrum disorder ,Handwriting ,Cohort ,medicine ,Attention deficit hyperactivity disorder ,Psychology ,business ,Strengths and weaknesses - Abstract
Few studies have looked at the strengths and weaknesses and needs of students with developmenal co-ordination disorder (DCD). This paper describes a cohort of 93 UK students currently studying at further or higher education and who have reported motor difficulties present since childhood. The study group consisted of 21 reporting to have DCD only, 38 with DCD plus another diagnosis (a combination of any of the following: dyslexia, attention deficit hyperactivity disorder (ADHD), autism spectrum disorder (ASD), learning difficulties); 23 subjects reporting dyslexia only, and 11 students who have not been formally diagnosed. The aim of this study was to first ascertain the similarities and differences between the students in the type of support received in childhood and while at university. The second goal was to examine the reported strengths and difficulties and see how they vary for each subgroup. The DCD group reported higher levels of motor-related difficulties such as handwriting and also executive functioning difficulties. They also had higher levels of professional support given in childhood and were also more likely to be living at home with parents compared with the dyslexia group. Despite different types of difficulties reported in the DCD group, the range of student support given across all groups was similar. Significantly more of the dyslexia group were reported to be in receipt of disability student allowance than the DCD group. The DCD and other disorders group were seen to be an intermediary group in most of the areas studied.
- Published
- 2008
38. An investigation of the benefit of using IT in the context of university students with ADHD
- Author
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Nilmini Wickramasinghe and Bader Binhadyan
- Subjects
Medical education ,Information Systems and Management ,Higher education ,Computer Networks and Communications ,business.industry ,Strategy and Management ,Information technology ,Context (language use) ,medicine.disease ,Mental health ,Grounded theory ,Computer Science Applications ,03 medical and health sciences ,0302 clinical medicine ,Information and Communications Technology ,medicine ,Attention deficit hyperactivity disorder ,030212 general & internal medicine ,Psychology ,business ,030217 neurology & neurosurgery ,Study skills - Abstract
Attention deficit hyperactivity disorder ADHD is estimated to affect approximately 11% of the university populations which make it the second most prevalent disorder among North American university populations. This disorder impacts such students when it comes to keeping up with academic loads, study skills, and social life. Technology has the capability to improve mental health services. In the last decade, Australia has become one of the leading countries in providing e-mental health services and so a study has been designed to investigate possibilities in this country. The study design outlined in this paper proffers a possibility for applying information communication technology ICT solution to facilitate the current treatment/management of ADHD in university students.
- Published
- 2016
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