Supporting Students with ADHD in Introductory Physics Courses: Four Steps for Instructors

被引：4
|
作者：
Bustamante, Caroline [1 ]
Chini, Jacquelyn J. [2 ]
Scanlon, Erin [1 ,3 ]
机构：
[1] Univ Cent Florida, Orlando, FL 32816 USA
[2] Univ Cent Florida, Phys Dept, Orlando, FL 32816 USA
[3] Univ Connecticut, Orlando, FL 06340 USA
来源：
PHYSICS TEACHER | 2021年 / 59卷 / 07期
关键词：
DESIGN;
D O I：
10.1119/10.0006465
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
The number of students with disabilities and specifically students with attention-deficit hyperactivity disorder (ADHD) entering postsecondary STEM education has been increasing in recent decades. However, many instructors and popular research-based curricula are not prepared to support such learner variation. The views and experiences of people with disabilities are not uniform, either across diagnoses or within a single diagnosis, such as ADHD. Thus, individuals' thoughts about how to support students with ADHD in physics courses will vary. We present views from one student with ADHD about strategies instructors can use to help her succeed in introductory physics courses.
引用
收藏
页码：573 / 576
页数：4
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