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首页> 外文期刊>CBE Life Sciences Education >Inside and Out: Factors That Support and Hinder the Self-Advocacy of Undergraduates with ADHD and/or Specific Learning Disabilities in STEM
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Inside and Out: Factors That Support and Hinder the Self-Advocacy of Undergraduates with ADHD and/or Specific Learning Disabilities in STEM

机译：内外：支持和阻碍本科生与血症和/或特定学习障碍的自我倡导的因素

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摘要

Self-advocacy is linked to the success and retention of students with disabilities in college. Self-advocacy is defined as communicating individual wants, needs, and rights to determine and pursue required accommodations. While self-advocacy is linked to academic success, little is known about how students with disabilities in science, technology, engineering, and mathematics (STEM) practice self-advocacy. We previously developed a model of self-advocacy for STEM students with attention-deficit/hyperactivity disorder (ADHD) and/or specific learning disabilities (SLD). Here, we use this model to examine what factors support or hinder self-advocacy in undergraduate STEM courses. We conducted semistructured interviews with 25 STEM majors with ADHD and/or SLD and used qualitative approaches to analyze our data. We found internal factors, or factors within a participant, and external factors, the situations and people, described by our participants, that influenced self-advocacy. These factors often interacted and functioned as a support or barrier, depending on the individuals and their unique experiences. We developed a model to understand how factors supported or hindered self-advocacy in STEM. Supporting factors contributed to a sense of comfort and security for our participants and informed their perceptions that accommodation use was accepted in a STEM course. We share implications for research and teaching based on our results.
机译：自我倡导与大学残疾人的成功和保留相关联。自我倡导被定义为沟通个人需求，需求和权利来确定和追求所需的住宿。虽然自我宣传与学术成功相关联，但对于学生在科学，技术，工程和数学（Stew）练习自我倡导中的侵害时，众所周知。我们以前开发了对词干学生的自我宣传模型，具有注意力缺陷/多动障碍（ADHD）和/或特定学习障碍（SLD）。在这里，我们使用此模型来检查本科干课程中支持或阻碍自我倡导的因素。我们与ADHD和/或SLD的25个茎长进行了晶体化访谈，并使用了分析我们的数据的定性方法。我们发现参与者内的内部因素，或因素，以及我们参与者描述的外部因素，情况和人民，影响自我倡导。这些因素通常互动和运作为支持或障碍，具体取决于个人及其独特的经历。我们制定了一个模型，了解如何在茎中支持或阻碍自我倡导的因素。支持因素为我们的参与者带来了舒适和安全感，并告知他们的看法，即停止课程。我们根据我们的结果分享对研究和教学的影响。

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