How can postsecondary teachers promote the academic success of students with ADHD?
DOI:
https://doi.org/10.26443/mje/rsem.v58i2.10037Keywords:
ADHD, postsecondary students, school experience, teaching practices, students voiceAbstract
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.
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