Supporting Students with ADHD in Introductory Physics Courses: Four Steps for Instructors
Supporting Students with ADHD in Introductory Physics Courses: Four Steps for Instructors
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支持多动症学生参加物理入门课程：教师的四个步骤
DOI：
10.1119/10.0006465
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发表时间：
2019
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近几十年来，残疾学生，特别是注意力缺陷多动障碍（ADHD）学生进入中学后STEM教育的人数一直在增加。然而，许多教师和流行的研究为基础的课程不准备支持这种学习者的变化。残疾人的观点和经历并不统一，无论是在诊断中还是在单一诊断中，如ADHD。因此，个人对如何在物理课程中支持ADHD学生的想法会有所不同。我们目前的意见，从一个学生多动症的策略，教师可以用来帮助她成功地在介绍物理课程。
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.