Five sentence summary Learning environments are often not created with ADHD learners in mind; struggles with working memory, regulating attention, and executive functions create different challenges for us. Making your syllabus (and other key course materials) as concise and clear as possible goes a long way. UDL can work really well for ADHD learners, you'll want to provide materials in advance, and review your assessment policies to ensure they're not ableist. Large projects should be assessed to determine if they can be broken into chunks and scaffolded for more guidance. If you're rethinking your syllabus, designing a course or workshop for the first time, or just want to look over your course materials before the semester starts to check for ableism, this post is for you.
ADHD is a neurodevelopmental disorder that has a lot of heterogeneity within it, so what works for one student may not work for another. It's also a disorder or neurotype that most folks misunderstand, including the very folks in your institution who are supposed to act as experts and who gatekeep disability accommodations. So how does one even begin to design a course that is accessible for ADHD folks? Let's start by identifying the potential barriers folks with ADHD face.
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Five sentence summary Refusing to allow note cards, requiring speeches not be recorded, forcing someone to stand behind a podium, etc. can all make communication more difficult for ADHD folks, and not because we're lazy. Rather than exclude and present more barriers to disabled folks, we need to build in options and be more flexible and understanding when it comes to differences in communication forms and needs. Many standards used to judge what makes an effective presentation are inherently discriminatory and exclude disabled folks. The choices we make about public speaking, whether we're creating a rubric for undergraduate students or when we're organizing a session for an academic conference, can make communication more difficult for ADHD folks. Intentional or not, these choices often create or amplify existing barriers for ADHD presenters and audience members. Choices you can make to increase accessibility Asking students to maintain eye contact is painful for autistic folks. It can literally be painful. ADHD folks may also find it uncomfortable. We are known to have trouble using eye contact to direct our attention and have trouble processing eye contact in others. Consider not assessing or judging a person for their ability to make and maintain eye contact, as doing so creates barriers for folks with certain disabilities, including ADHD. Judging whether a person is standing still at a podium is definitely unfair to those with ADHD. We focus and think better when we are allowed to fidget. Restricting our movement and forcing us to stay still behind a table or in a single spot is not going to help us and it is not going to work. Help students find ways to fidget that are less distracting to others. There are fidgets designed for adults that are less noisy, such as rings that look like everyday jewelry but allow repetitive movement. You can also use tools such as a desk or podium so that the student can bounce their knee the entire talk and no one will notice because no one can see. Five sentence summary Projects requiring a narrow focus and a lot of depth, whether these are final class projects, or PhD dissertations, can be a serious source of struggle for ADHD brains. We are likely to get bored over time, we have trouble sorting our thoughts and organizing which is no small problem when the project requires depth. How you coach and adapt for your ADHD learners can make the process much easier. By questioning the learning goals for the work, allowing for increased creativity, and supporting your ADHD learners with check-ins and guidance on prioritizing, you stand a chance at some really successful work. Working on a singular project for an extended period of time often does not go well for ADHD folks. A narrow focus can exacerbate ADHD issues. Whether it's a master's thesis or an undergraduate independent research study, forcing and expecting ADHD folks to focus on one narrow topic often backfires. Our minds jump from idea to idea, we make creative connections, and how our brain focuses is different from those without ADHD. If you're really interested in making things more accessible for ADHD folks, you might have to check your ableism. Question your assumptions Yes, graduate school or a final term paper is supposed to be hard. I am not suggesting we remove rigor. Before we go any further, park those assumptions about rigor someplace else. Ask yourself, what ultimately is the point of this assignment? What is the learning objective? Will my student be any less prepared for the career they envision if they do a master's thesis with two sections that are related but maybe a little less closely than I would like? It might seem like giving your student some breathing room and flexibility is a recipe for disaster, but why? If they've expressed the need for something more general, something that allows them to follow their passion, there is likely a middle ground and you only have to find it.
Is a ten to twenty page literature review on one narrow topic my only option for preparing this student to begin lab work, field work, analysis? If I know my student will get bored easily, will get frustrated quickly, and will find the level of detail needed tedious and overbearing (and their brain is structured in a way that makes these outcomes more likely), how can I help them? What options exist that will ensure my student is prepared to start research and yet also works with their brain and their needs? Am I asking my student to adhere to these standards because I think it will make them a better researcher or am I asking them because this is what the department expects? |
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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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