Five sentence summary In most situations, I don't disclose my ADHD. I find the risk of harm to myself is greater than the potential rewards, and I can often find ways to manage without specifying that I have ADHD. Discrimination comes from all sorts of people and I've watched too many people be hurt professionally or socially when they've disclosed it's ADHD they have. On the other hand, disclosing means finding community, being a role model, and sharing your unique perspective in a world that often thinks ADHD only means hyper white boy who can't sit still in his chair. Everyone's experience is different. Everyone's level of support, position, privilege, comorbidities, and care is different and my experiences may not translate. These are simply my thoughts based on my experiences.
People act completely differently when I disclose that the disability I refer to is ADHD. Sometimes they connect behaviors and issues I have, like remembering things without writing them down, to ADHD. Other times, they advise me to use a planner, make lists, or just remember to eat dinner, as if it is all that simple. There are so many misconceptions about ADHD circling, and I don't want educating the world, my colleagues, my department, my friends, etc. to be my full time job. The truth is, it would become my full time job for me personally. I would take every opportunity to do a training, speak to a class of incoming disabled students, set up a mentoring program for ADHD students, and any other opportunity that was thrown my way. There is a lot of work to be done at nearly every institution and at every level, and I would try to help every ADHD person I could. That's just the way I function.
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Five sentence summary ADHD students are seen as less deserving of accommodations and of having a low work ethic by staff in disability/accessibility offices. Respondents without racial bias training more likely to discriminate based on race. Disability Offices are not only gatekeepers of accommodations for students but they also serve as educators to faculty, staff, and other students, which makes the impact of their bias against ADHD even more concerning. How can we reimagine what an ADHD-affirmative learning or work space would feel like when it isn't safe to ask questions about what is and isn't feasible for our brains? "Bias in education disability accommodations" published in the journal Economics of Education Review, compared invisible disabilities to visible disabilities, using ADHD and a visual impairment. The study was exploring biases underscoring students' access to accommodations. The results, while perhaps unsurprising, are concerning. ADHD students are seen as less deserving of accommodations. This is as judged by staff within disability offices. Again, this study found that staff within the disability office are more likely to view ADHD students as less deserving of accommodations. The authors concluded that the perception is that ADHD students have a lower work ethic.
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AuthorThere's a reason theADHDAcademic is an anonymous account and there's a reason why this website will remain anonymous That said, there are some basics it might be helpful to know about me: DISCLAIMER: I am not a medical professional or a lawyer of any kind. All text, graphics, and content on this website are for educational purposes only. Any and all content should not be substituted for medical or legal advice. Although I strive to provide the most accurate, current, and scientifically sound information, content should never be substituted for professional advice. Always consult a medical and/or legal professional before making any decisions. Links are provided only for reference and do not necessarily imply endorsement.
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