How can postsecondary teachers promote the academic success of students with ADHD?

Authors

  • Jeanne Lagacé-Leblanc Université du Québec à Trois-Rivières
  • Nadia Rousseau Université du Québec à Trois-Rivières
  • Line Massé Université du Québec à Trois-Rivières https://orcid.org/0000-0002-5532-2643

DOI:

https://doi.org/10.26443/mje/rsem.v58i2.10037

Keywords:

ADHD, postsecondary students, school experience, teaching practices, students voice

Abstract

This study aims to document the perceptions of students with ADHD and counselors from offices of disability services regarding teaching practices that promote the academic success of these students. In depth individual interviews were conducted with 29 students with ADHD from Quebec general and vocational colleges and universities and their counselors (n = 9). Participants reported a variety of actions taken by teachers that promote the success of students with ADHD. These actions related to visual support, support for comprehension, support for assessment, support for time management, support for the organization of information, teaching strategies, and the relationship with teachers. The results highlight the role of teachers in the success of students with ADHD.

Author Biographies

Jeanne Lagacé-Leblanc, Université du Québec à Trois-Rivières

obtained her Ph.D. in psychoeducation at the Université du Québec à Trois-Rivières (Québec, Canada). Her research interests include the experiences of students with disabilities, the effectiveness and barriers to implementing reasonable accommodations, and inclusive teaching practices for postsecondary instructors.

Nadia Rousseau, Université du Québec à Trois-Rivières

is a full professor in the Department of Educational Sciences at the Université du Québec à Trois-Rivières (Québec, Canada) and co-head of the Laboratory for Research and Development to Support Diversity. Her research focuses on the school experience and self-awareness of youth with learning disabilities, inclusive education, and the key factors promoting qualification in youth with significant academic difficulties.

Line Massé, Université du Québec à Trois-Rivières

is a full professor in the Department of Psychoeducation and Social Work at the Université du Québec à Trois-Rivières (Québec, Canada). She is a researcher and co-director at the Laboratoire de recherche et d'intervention sur les difficultés d'adaptation psychosociale à l'école (LaRIDAPE). Her research interests include school inclusion and students with emotional and behavioral difficulties.

References

Advokat, C., Lane, S. M. et Luo, C. (2011). College students with and without ADHD: Comparison of self-report of medication usage, study habits, and academic achievement. Journal of Attention Disorders, 15(8), 656-666.

Association québécoise interuniversitaire des conseillers aux étudiants en situation de handicap (AQICESH). (2020). Statistiques concernant les étudiants en situation de handicap dans les universités québécoises (2019-2020.

Barkley, R. A. (2012). Executive functions: What they are, how they work, and why they evolved. Guilford Press.

Barkley, R. A., Murphy, K. R. et Fischer, M. (2008). ADHD in adults: What the science says.

Guilford Press.

Blase, S. L., Gilbert, A. N., Anastopoulos, A. D., Costello, E. J., Hoyle, R. H., Swartzwelder, H. S. et Rabiner, D. L. (2009). Self-reported ADHD and adjustment in college: Crosssectional and longitudinal findings. Journal of Attention Disorders, 13(3), 297-309.

Brown, T. E. (2005). Attention deficit disorder: The unfocussed mind in children and adults. Yale University Press.

Burgstahler, S. (2008). Universal Design in education: Progress, principles and applications. Centre for Applied Special Technology (CAST). (2012). UDL guideline. Theory and practice version.

D’Alessio, K. A. et Banerjee, M. (2016). Academic advising as an intervention for college students with ADHD. Journal of Postsecondary Education & Disability, 29(2), 109-121.

Darling-Hammond, L. (2006). Powerful teacher education: Lessons from exemplary programs. Jossey-Bass.

Denhart, H. (2008). Deconstructing barriers: Perceptions of students labeled with learning disabilities in higher education. Journal of Learning Disabilities, 41(6), 483–497.

DuPaul, G. J., Dahlstrom‐Hakki, I., Gormley, M. J., Fu, Q., Pinho, T. D. et Banerjee, M. (2017). College students with ADHD and LD: Effects of support services on academic performance. Learning Disabilities Research & Practice (Wiley-Blackwell), 32(4), 246-256.

DuPaul, G. J., Weyandt, L. L., O’Dell, S. M. et Varejao, M. (2009). College students with ADHD: Current status and future directions. Journal of Attention Disorders, 13(3), 234-250.

Emmers, E., Jansen, D., Petry, K., van der Oord, S. et Baeyens, D. (2017). Functioning and participation of students with ADHD in higher education according to the ICF-Framework. Journal of Further and Higher Education, 41(4), 435-447.

Espinosa, G. (2020). La relation enseignant-élève et l’affectivité : place et importance chez le jeune adulte en contexte de formation. Dans É. Mazalon et M. Dumont (dir.), Soutien à la persévérance et à la réussite des jeunes et des adultes en formation professionnelle (p. 155-177). Presses de l’Université du Québec.

Fichten, C. S., Jorgensen, M., Havel, A., King, L., Harvison, M., Lussier, A. et Libman, E. (2019). More than meets the eye: A Canadian comparative study on PowerPoint use among post-secondary students with and without disabilities. International Research in Higher

Education, 4(2), 25-36.

Fleming, A. et McMahon, R. (2012). Developmental context and treatment principles for ADHD among college students. Clinical Child & Family Psychology Review, 15(4), 303-329.

Flutter, J. (2007). Teacher development and pupil voice. The Curriculum Journal, 18(3), 343-354.

Gibson, S. (2015). When rights are not enough: What is? Moving towards new pedagogy for inclusive education within UK universities. International Journal of Inclusive Education, 19(8), 875–886.

Gilbert, P. (2005). Attention-deficit/hyperactivity disorder in community college students: A seldom considered factor in academic success. Dans J. W. Murphy, J. T. Pardeck, J. W. Murphy et J. T. Pardeck (dir.), Disability issues for social workers and human services professionals in the twenty-first century (p. 57-75). Haworth Social Work Practice Press.

Halawah, I. (2011). Factors influencing college students’ motivation to learn from students’ perspective. Education, 132(2), 379-390.

Harrison, J. R., Bunford, N., Evans, S. W. et Owens, J. S. (2013). Educational accommodations for students with behavioral challenges: A systematic review of the literature. Review of Educational Research, 83(4), 551–597.

Heiligenstein, E., Guenther, G., Levy, A., Savino, F. et Fulwiler, J. (1999). Psychological and academic functioning in college students with attention deficit hyperactivity disorder. Journal of American College Health, 47(4), 181–185.

Hurst, A. (1996). Reflecting on researching disability and higher education. Dans L. Barton (dir.), Disability and society: emerging issues and insights (p.119-140). Routledge.

Jansen, D., Petry, K., Ceulemans, E., van der Oord, S., Noens, I. et Baeyens, D. (2017). Functioning and participation problems of students with ADHD in higher education: Which reasonable accommodations are effective? European Journal of Special Needs Education, 32(1), 35-53.

Kane, S. T., Walker, J. H. et Schmidt, G. R. (2011). Assessing college-level learning difficulties and “at riskness” for learning disabilities and ADHD: Development and validation of the learning difficulties assessment. Journal of Learning Disabilities, 44, 533-542.

Kennedy, J., Missiuna, C., Pollock, N., Wu, S., Yost, J et Campbell, W. (2018). A scopingreview to explore how universal design for learning is described and implemented byrehabilitation health professionals in school settings. Child Care Health Development, 44,

-688.

King-Sears, M. (2009). Universal design for learning: Technology and pedagogy. LearningDisabilities Quarterly, 32, 199-201.

Kortering, L. J., McLannon, T. W., Braziel, P. M. (2008). Universal design for learning: A look at what algebra and biology students with and without high incidence conditions are saying. Remedial and Special Education, 29(6), 352-363.

Lauffer, K. (1999). Accommodating students with specific writing disabilities. Journalism &Mass Communication Educator, 54(4), 29–46.

Lefler, E. K., Sacchetti, G. M. et Del Carlo, D. I. (2016). ADHD in college: A qualitativeanalysis. Attention Deficit Hyperactivity Disorders, 8(2), 79-93.

Lewandowski, L. J., Lovett, B. J., Codding, R. S. et Gordon, M. (2008). Symptoms of ADHD and academic concerns in college students with and without ADHD diagnoses. Journal of Attention Disorders, 12(2), 156–161.

Lipka, O., Baruch, A. F. et Meer, Y. (2019) Academic support model for post-secondary school students with learning disabilities: student and instructor perceptions. International Journal of Inclusive Education, 23(2), 142-157.

MacCullagh, L., Bosanquet, A. et Badcock, N. A. (2017). University students with dyslexia: A qualitative exploratory study of learning practices, challenges and strategies. Dyslexia, 23(1), 3-23.

Miles, M. B., Huberman, A. M. et Saldana, J. (2014). Qualitative data analyses: A methods sourcebook (3e éd.). Sage Publications.

Moldoveanu, M. et Grenier, M. (2020). Profil professionnel d’enseignants qui utilisent des pratiques de différenciation. Formation et profession, 28(1), 20-36.

Newman, L. A. et Madaus, J. W. (2015). Reported accommodations and supports provided to secondary and postsecondary students with disabilities: National perspective. Career Development and Transition for Exceptional Individuals, 38, 173–181.

Ofiesh, N., Moniz, E. et Bisagno, J. (2015). Voices of university students with ADHD about test-taking: Behaviors, needs, and strategies. Journal of postsecondary education and disability, 28(1), 109-120.

Overbey, G. A., Snell, W. E. et Callis, K. E. (2011). Subclinical ADHD, stress, and coping in romantic relationships of university students. Journal of Attention Disorders, 15, 67–78.

Pintrich, P. R. et De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.

Prégent, R., Bernard, H. et Kozanitis, A. (2009). Enseigner à l’université dans une approche programme : guide à l’intention des nouveaux professeurs et chargés de cours. Presses internationales Polytechnique.

Prevatt, F., Proctor, B., Baker, L., Garrett, L. et Yelland, S. (2011). Time estimation abilities of college students with ADHD. Journal of Attention Disorders, 15(7), 531–538. Qualitative Solution and Research Software (QSRS). (2017). NVivo (version 11.4.3). Duncaster.

Roberts, K. D., Satlykgylyjova, M. et Park, H-J. (2015). Universal design of instruction in postsecondary education: A literature review of empirically based article. Dans S. S. Burgstahler (dir.), Universal design in higher education: From principles to practice (2e éd., p. 65-

. Harvard Education Press.

Stamp, L., Banerjee, M., & Brown, F. C. (2014). Self-advocacy and perceptions of college readiness among students with ADHD. Journal of Postsecondary Education & Disability, 27(2), 139-160.

Tinklin, T., Riddell, S. et Wilson, A. (2004) Policy and provision for disabled students in higher education in Scotland and England: The current state of play. Studies in Higher Education, 29(5), 637-657.

Tinto, V. (2012). Completing college: rethinking institutional action. The University of Chicago Press.

United Nations. (2006). Convention on the Rights of Persons with Disabilities. Vaillancourt, M. (2017). L’accueil des étudiants en situation de handicap invisible à l’Université du Québec à Montréal : enjeux et défis. La nouvelle revue de l’adaptation et de la

scolarisation, 77, 37-54.

Vagneux, S. et Girard, M. (2014). Les étudiants en situation de handicap émergents à l’université : état de situation et pistes d’action. Rapport du Groupe de travail sur les étudiants en situation de handicap émergents.

Viau, R. (2006). La motivation des étudiants à l’université : mieux comprendre pour mieux agir (p. 1- 9). Document inédit présenté dans le cadre d’une conférence, Université de Liège, Belgique.

Viau, R. (2014). Savoir motiver les étudiants. Dans L. Ménard et L. St-Pierre (dir.), Se former à la pédagogie de l’enseignement supérieur (p. 235-254). Collection Performa.

Wagner, M., Newman, L., Cameto, R., Garza, H. et Levine, P. (2005). After high school: A first look at the postschool experience of youth with disabilities. SRI International.

Downloads

Published

2024-09-20

How to Cite

Lagacé-Leblanc, J., Rousseau, N., & Massé, L. (2024). How can postsecondary teachers promote the academic success of students with ADHD?. McGill Journal of Education / Revue Des Sciences De l’éducation De McGill, 58(2), 178–201. https://doi.org/10.26443/mje/rsem.v58i2.10037

Issue

Vol. 58 No. 2 (2023/24)

Section

Articles

License

Copyright (c) 2024 McGill Journal of Education / Revue des sciences de l'éducation de McGill

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Those wishing to reproduce all or part of any material published on this website are asked to email mje.education@mcgill.ca for permission and to acknowledge the McGill Journal of Education as the original source.

Authors must transfer copyright of their article to MJE. Authors may use all or parts of their work in any future publication with the article's origin in MJE acknowledged in the customary manner.

A copy of our standard form may be requested from mje.education@mcgill.ca