The Impact of Gender, Accommodations, and Disability on the Academic Performance of Canadian University Students with LD and/or ADHD

Autor/inn/en	Morris, Janalee; Buchanan, Tom; Arnold, Janet; Czerkawski, Tracie; Congram, Brad
Titel	The Impact of Gender, Accommodations, and Disability on the Academic Performance of Canadian University Students with LD and/or ADHD
Quelle	In: Learning Disabilities Research & Practice, 38 (2023) 4, S.296-310 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Buchanan, Tom)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0938-8982
DOI	10.1111/ldrp.12324
Schlagwörter	Foreign Countries; College Students; Learning Disabilities; Attention Deficit Hyperactivity Disorder; Sex; Academic Accommodations (Disabilities); Academic Achievement; Students with Disabilities; Multiple Disabilities; Gender Differences; Testing Accommodations; Canada + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Learning handicap; Lernbehinderung; Geschlecht; Geschlechtsverkehr; Schulleistung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Multiple disability; Mehrfachbehinderung; Geschlechterkonflikt; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Kanada
Abstract	Academic accommodations for students experiencing disabilities are increasingly available at postsecondary institutions. More studies of the efficacy of accommodations for student success are warranted, however. Given the increased gender gap in university participation, more focus on the unique impact of gender is also needed. Using a sample of students registered with Access and Inclusion Services with learning disabilities (LD), attention-deficit/hyperactivity disorder (ADHD), and combined LD/ADHD at a Canadian undergraduate university (N = 661), we explored the impact of gender on academic performance and accommodation usage. Next, we examined how gender intersected with the impact of academic accommodations on academic performance. Women, on average, demonstrated better academic performance. Academic strategies and assistive technologies were not associated with higher academic performance. However, testing accommodations (extended time and environmental accommodations) were positively associated with academic performance for men with LD or ADHD, but not for the combined group LD/ADHD. For the former two, the more tests accommodated, the higher the academic performance. Furthermore, this gender association was most prominent for students experiencing ADHD. Interpretations and policy recommendations related to these findings are presented. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01