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Students with Learning Disabilities and Attention Deficit Hyperactivity Disorder and Those Who Teach Them: Building Positive Relationships to Increase Academic Success

Guarracino, Sophia Elizabeth
http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1273496818

Abstract Details

2010, Master of Science (MS), Bowling Green State University, Communication Disorders/Speech-Language Pathology.
Purpose: With a growing number of students with learning disabilities (LD) and attention-deficit hyperactivity disorder (ADHD) attending colleges and universities, there is an increased awareness of the academic struggles these students face, particularly in reading, writing, and organization. Evidence suggests that university/college instructors and professors can play a major role in aiding academic success. The primary purpose of this study was to identify factors that might increase the faculty-student relationship to promote the academic success of students with LD and/or ADHD. Method: An on-line, web-based survey was sent to instructors and professors employed at two branches of one large public university in the midwest. Data from the survey were analyzed descriptively to identify characteristics of the sample as well as beliefs and attitudes of these participants toward college students diagnosed with LD and/or ADHD who are struggling academically. Additionally, participants' willingness to provide a variety of accommodations for these students and limits to their willingness were explored descriptively and through exploratory factor analysis. Finally, participants' views on behaviors that constitute student effort were examined. Results: Faculty had overall positive beliefs and attitudes about students with LD and/or ADHD, and while they reported high levels of willingness to lend academic support to these students, there were limits to the support they were willing to provide. Finally, from among several student behaviors that could be perceived as effortful, faculty rated "receiving specialized intervention" as displaying the highest amount of academic effort. Conclusion: College students with LD and/or ADHD can improve relationships with those who teach them that could lead to better academic outcomes for these students.
Lauren Katz, PhD (Advisor)
Rodney Gabel, PhD (Committee Member)
Elizabeth Burroughs, PhD (Committee Member)
78 p.
Literacy; Secondary Education; Speech Therapy
learning disabilities; LD; ADHD; faculty beliefs; faculty-student relationships; college level; specialist intervention

Recommended Citations

Citations

  • Guarracino, S. E. (2010). Students with Learning Disabilities and Attention Deficit Hyperactivity Disorder and Those Who Teach Them: Building Positive Relationships to Increase Academic Success [Master's thesis, Bowling Green State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1273496818

    APA Style (7th edition)

  • Guarracino, Sophia. Students with Learning Disabilities and Attention Deficit Hyperactivity Disorder and Those Who Teach Them: Building Positive Relationships to Increase Academic Success. 2010. Bowling Green State University, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1273496818.

    MLA Style (8th edition)

  • Guarracino, Sophia. "Students with Learning Disabilities and Attention Deficit Hyperactivity Disorder and Those Who Teach Them: Building Positive Relationships to Increase Academic Success." Master's thesis, Bowling Green State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1273496818

    Chicago Manual of Style (17th edition)

bgsu1273496818
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© 2010, all rights reserved.
This open access ETD is published by Bowling Green State University and OhioLINK.
Release 3.2.12