Honors Program
Document Type
Thesis
Date of this Version
Spring 3-27-2023
Citation
Danehey, B., Hansen, K., and Witt, C. College students' relationship with attention deficit hyperactivity disorder and learning accommodations at the University of Nebraska-Lincoln. Undergraduate Honors Thesis. University of Nebraska-Lincoln. 2023.
Abstract
Attention deficit hyperactivity disorder (ADHD) can provide many challenges for college students due to difficulties focusing, multi-tasking, and staying organized. Colleges are required to offer academic accommodations to students with disabilities in an attempt to provide students with an equitable learning environment. However, accommodations may be ineffective if they are highly unattainable, unused by the student once granted, or hindered by university faculty.
The objective of this study was to identify barriers to receiving effective and beneficial academic accommodations for individuals with ADHD at the University level and to provide insight into college students' knowledge and relationships relating to the disability. To do this, a survey was created and distributed to undergraduate students at the University of Nebraska-Lincoln and our results were analyzed with ANOVA, T-tests, F-tests, and Chi-squared tests.
Findings indicated that while students who used accommodations found the accommodations to be mostly beneficial to their learning, several factors, linked to symptoms of ADHD, may cause students to struggle in obtaining and using accommodations. Further, this research outlines these specific factors and suggests potential actions that may improve learning conditions for students with ADHD.
Included in
Biology Commons, Higher Education Commons, Mental and Social Health Commons, Other Education Commons, Psychology Commons
Comments
Copyright Brianna Danehey, Kim Hansen, Chelsea Witt 2023.