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.
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Five sentence summary One of the most common accommodations for folks with ADHD is sharing materials in advance. It allows us to reduce problems we experience due to focusing and trouble with executive functions. We are less likely to be thrown off if we can organize our notes and make any adjustments our brains need in advance of the talk or assignment. I know you finish your lecture materials at the last minute, but that is only an ableist excuse. Based entirely on my own experience, one of the most common accommodations for folks with ADHD is having lecture slides shared in advance. I'm willing to guess it is a common accommodation for many disabilities actually because there is so much room for accessibility when folks can modify the materials themselves to fit their own needs. Yet, this straightforward accommodation that can remove so many barriers for disabled learners is also one of the ones professors dislike and misunderstand the most. Let me be clear: Refusing to share slides and materials before class is ableist and hurts your ADHD learners. To be fair, this is a refusal that harms students without disabilities, but ADHD and other disabled learners are particularly at a disadvantage when we can't learn at our own pace and use our own strategies. Why ADHD folks need materials in advance We have problems with focusing and executive functions, like monitoring our progress, setting goals, and planning. For someone without ADHD, it's easier to ignore impulse reactions and think things through. For ADHD folks, our brains struggle and we follow those impulses, and we may lose our way, despite our best intentions. This is why it's crucial to give us the tools and time we need to organize our thoughts, notes, and space. Having the slides, questions, or other materials in advance allows us to organize on our own time. We can break things down. Whereas organizing in the moment, while a person is speaking or while we need to keep track of directions as they're being given, that's a lot harder for our minds to handle.
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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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