{"id":6257,"date":"2025-11-03T18:16:32","date_gmt":"2025-11-03T18:16:32","guid":{"rendered":"https:\/\/fe.up.pt\/neurodiversidade\/?page_id=6257"},"modified":"2025-11-20T10:21:29","modified_gmt":"2025-11-20T10:21:29","slug":"ensino-education","status":"publish","type":"page","link":"https:\/\/fe.up.pt\/neurodiversidade\/recursos-phda-adhd-resources\/ensino-education\/","title":{"rendered":"Ensino e PHDA"},"content":{"rendered":"


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ADHD and Academic Success<\/b><\/p>\n

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 <\/a><\/p>\n

Abstract: “Objective<\/b>: 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<\/b>: A large sample of 3,688 post-secondary students were examined using a longitudinal design. The Conners\u2019 Adult ADHD Rating Scale (CAARS) was used to assess adult ADHD symptoms and academic success was assessed using students\u2019 official academic records (e.g., final GPAs and degree completion status). Results<\/b>: 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<\/b>: 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)\u201d (p.893)<\/p>\n

Citation (p.898): “For instance, results regarding <\/span>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<\/u><\/b>. Although there are many reasons for why students may choose to not complete their degrees, <\/span>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<\/u><\/b> (DuPaul et al., 2009; Hechtman et al., 2016; Prevatt & Young, 2014)”<\/span><\/p>\n

Universal Design for Learning (UDL)<\/b><\/p>\n<\/p>\n

Universal Design for Learning – A Best Practice Guideline<\/a> (<\/span>Funded by the Erasmus+ Programme <\/span>of the European Union<\/span>). <\/span><\/p>\n<\/p>\n

https:\/\/udlguidelines.cast.org\/<\/a><\/p>\n

https:\/\/www.cast.org\/what-we-do\/evidence\/<\/a><\/p>\n<\/p>\n

\tLower School Example: https:\/\/youtu.be\/hCHTxTfkBsU?feature=shared<\/a><\/p>\n

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    \tUniversal Design for Learning Guidelines: <\/p>\n

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    https:\/\/udlguidelines.cast.org\/static\/udlg3-graphicorganizer-digital-numbers-a11y.pdf<\/p>\n

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    \tUma imagem vale mais que mil palavras: <\/p>\n

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    https:\/\/mastoart.social\/@photosbygina_yeg\/115164810429825030 <\/p>\n

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    GUI\u00c3O PARA DOCENTES – Universidade de Lisboa<\/b><\/p>\n

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    https:\/\/ciencias.ulisboa.pt\/sites\/default\/files\/fcul\/institucional\/gapsi\/Guiao-para-docentes-Perturbacao-de-Hiperatividade-e-Defice-de-Atencao-GAPsi-Faculdade-de-Ciencias-ULisboa.pdf<\/a><\/p>\n

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    Supporting Neurodiverse Students Through Course Design<\/b><\/p>\n

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    https:\/\/teaching-resources.delta.ncsu.edu\/course-design-for-neurodiverse-students\/<\/a><\/p>\n

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    Teaching Students with Attention Deficit Disorder or Attention Deficit Hyperactivity Disorder<\/b><\/p>\n<\/p>\n

    https:\/\/www.iup.edu\/disabilitysupport\/resources-faculty-and-staff\/teaching-students-with-attention-deficit-disorder-or-attention-deficit-hyperactivity-disorder.html<\/a><\/p>\n<\/p>\n

    Inclusive Teaching for Students with Attention Deficit (Hyperactivity) Disorder [AD(H)D] – London School of Economics and Political Science<\/b><\/p>\n

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    https:\/\/info.lse.ac.uk\/staff\/divisions\/academic-registrars-division\/student-services\/assets\/documents\/Good-Practice-Guide-Inclusive-Teaching-for-Students-with-ADHD.pdf <\/a><\/p>\n<\/p>\n<\/div><\/div><\/div>

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