Inside and Out: Factors That Support and Hinder the Self-Advocacy of Undergraduates with ADHD and/or Specific Learning Disabilities in STEM-Reference-Cited by-同舟云学术

Inside and Out: Factors That Support and Hinder the Self-Advocacy of Undergraduates with ADHD and/or Specific Learning Disabilities in STEM

Published:2021-06 Issue:2 Volume:20 Page:ar17
ISSN:1931-7913
Container-title:CBE—Life Sciences Education
language:en
Short-container-title:LSE

Author:

Pfeifer Mariel A.¹,Reiter Eve Melanie²,Cordero Julio J.²,Stanton Julie Dangremond²

Affiliation:

1. Department of Plant Biology, University of Georgia, Athens, GA 30602

2. Department of Cellular Biology, University of Georgia, Athens, GA 30602

Abstract

Self-advocacy is linked to academic success and retention of students with disabilities in college. Students with ADHD and/or specific learning disabilities were interviewed to identify supports and barriers to self-advocacy in undergraduate STEM courses. STEM instructors can be supports or barriers, which influences students’ accommodation use.

Publisher

American Society for Cell Biology (ASCB)

Subject

General Biochemistry, Genetics and Molecular Biology,Education

Reference66 articles.

1. Diagnostic and Statistical Manual of Mental Disorders

2. An Introduction to Race, Gender, and Disability: Intersectionality, Disability Studies, and Families of Color

3. Implications for public health research of models and theories of disability: a scoping study and evidence synthesis

4. The Deaf Mentoring Survey: A Community Cultural Wealth Framework for Measuring Mentoring Effectiveness with Underrepresented Students

5. Postsecondary Students with Specific Learning Disabilities and with Attention Deficit Hyperactivity Disorder Should Not be Considered as a Unified Group For Research or Practice

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