Denise M. Nash-Luckenbach and Zahava L. Friedman
The purpose of this study is to understand how faculty members perceive learning needs of the attention-deficit hyperactive disorder (ADHD) student, as they acclimated to and…
Abstract
Purpose
The purpose of this study is to understand how faculty members perceive learning needs of the attention-deficit hyperactive disorder (ADHD) student, as they acclimated to and performed within the higher education settings.
Design/methodology/approach
A phenomenological design was used to explore the faculty perceptions of ADHD college students. A sample of ten faculty members, employed in two-year, four-year, and graduate-level programs, participated in virtual semi-structured interviews. A six step thematic analysis of the codes was performed revealing three themes.
Findings
Results from the study yielded three themes: problem-based learning, time management and accommodations versus privilege. These themes highlight the complexity of the learning process, the limitations with time management, and the need for meaningful, rather than stereotypical, accommodations in these settings.
Practical implications
The number of students diagnosed with ADHD attending postsecondary education continues to rise, necessitating a critical lens on increasing neurodiversity-affirming practices in these settings. Despite noted strengths, students with this diagnosis struggle academically, resulting in academic challenges. To maximize each individual’s learning potential, systems of higher education need to carefully consider how to best design a positive learning environment with universally effective learning accommodations.
Originality/value
While faculty described accommodations and strategies provided to students, they also repeatedly shared concerning challenges and barriers to learning, as demonstrated by their students in various scenarios and situations. Results suggest areas of potential improvement, alongside the complexity of serving the need of the next generation of neurodivergent learners, in a world where equity and inclusion required additional time and thoughtful effort. Of greatest concern, perhaps, was the systems already in place, including offices of accommodations and services, that tended to use a “one-size-fits-all” approach, oversimplifying, rather than serving, student need.
Details
Keywords
John P. Wilson and Hub Gielissen
This paper investigates the nature of vicarious or secondary post‐traumatic stress disorder in relation to six Dutch organisations and their personnel working in Rwanda, a country…
Abstract
This paper investigates the nature of vicarious or secondary post‐traumatic stress disorder in relation to six Dutch organisations and their personnel working in Rwanda, a country heavily affected by genocide and war. Drawing from the literature and empirical research it is argued that a systematic approach can strongly contribute to a more coherent human resource management/human resource development cycle of environmental analysis; identification of job descriptions and person specifications; relationship of jobs, persons and teams; recruitment, selection and contracting; induction and training; deployment and management of individuals and teams; and finally, debriefing and counselling. In this way, there is greater potential for the organisation to achieve objectives and enable its expatriate workforce to handle the stressful conditions in which they may find themselves.