ADHD and Academic Success
Henning, C., Summerfeldt, L. J., & Parker, J. D. (2022). ADHD and academic success in university students: the important role of impaired attention. Journal of attention disorders, 26(6), 893-901. https://journals.sagepub.com/doi/pdf/10.1177/10870547211036758
Abstract: “Objective: To improve on several methodological issues regarding current literature investigating the relationship between ADHD symptomatology and academic success in adults and examine the relative contributions of specific dimensions of ADHD symptomatology (i.e., inattention, hyperactivity, and impulsivity) to post-secondary academic success. Method: A large sample of 3,688 post-secondary students were examined using a longitudinal design. The Conners’ Adult ADHD Rating Scale (CAARS) was used to assess adult ADHD symptoms and academic success was assessed using students’ official academic records (e.g., final GPAs and degree completion status). Results: Students with greater inattention symptomatology at the start of their academic program showed consistently poorer long-term academic success (i.e., lower GPAs, higher dropout rates), regardless of gender. Conclusion: Inattention symptoms are the primary driver of the relationship between ADHD symptomatology and academic underachievement in adults. Post-secondary education institutions should target and prioritize educational programming for inattention symptoms of ADHD in at-risk post-secondary students. (J. of Att. Dis. 2022; 26(6) 893-901)” (p.893)
Citation (p.898): “For instance, results regarding student degree completion showed that students who withdrew before completing their degrees had significantly greater inattention symptoms, but not different hyperactivity or impulsivity symptoms, than students who completed their degrees. Although there are many reasons for why students may choose to not complete their degrees, these findings are consistent with previous research that has demonstrated an increased likelihood of those with higher levels of ADHD symptoms to withdraw from classes and drop out of post-secondary education completely (DuPaul et al., 2009; Hechtman et al., 2016; Prevatt & Young, 2014)”
Universal Design for Learning (UDL)
Universal Design for Learning – A Best Practice Guideline (Funded by the Erasmus+ Programme of the European Union).
https://udlguidelines.cast.org/
https://www.cast.org/what-we-do/evidence/
Lower School Example: https://youtu.be/hCHTxTfkBsU?feature=shared
Universal Design for Learning Guidelines:
https://udlguidelines.cast.org/static/udlg3-graphicorganizer-digital-numbers-a11y.pdf
Uma imagem vale mais que mil palavras:
https://mastoart.social/@photosbygina_yeg/115164810429825030
GUIÃO PARA DOCENTES – Universidade de Lisboa
Supporting Neurodiverse Students Through Course Design
https://teaching-resources.delta.ncsu.edu/course-design-for-neurodiverse-students/
Teaching Students with Attention Deficit Disorder or Attention Deficit Hyperactivity Disorder
Inclusive Teaching for Students with Attention Deficit (Hyperactivity) Disorder [AD(H)D] – London School of Economics and Political Science
