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.
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Bustamante et al. (2021) studied this question.
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