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ERIC Number: EJ907449
Record Type: Journal
Publication Date: 2010-Dec
Pages: 19
Abstractor: As Provided
Reference Count: 71
ISBN: N/A
ISSN: ISSN-1034-912X
Why Are Older Faculty Members More Accepting of Students with Attention-Deficit Hyperactivity Disorder? A Life-Course Interpretation
Buchanan, Tom; St. Charles, Matt; Rigler, Michelle; Hart, Charles
International Journal of Disability, Development and Education, v57 n4 p351-369 Dec 2010
The presence of university students in the United States with disabilities is not a new phenomenon. However, little is known about the attitudes of university faculty concerning less visible disabilities such as attention-deficit hyperactivity disorder (ADHD). Using a sample of faculty at a university in the United States (n = 136), the impact of age on faculty's acceptance of ADHD was examined. Results indicated a higher percentage of older faculty members, compared with middle-aged and younger faculty, selected ADHD as a condition worthy of special instructional accommodations. Irrespective of age of the respondents, ADHD had the lowest acceptance as a condition deserving special accommodations. Finally, fewer middle-aged and older faculty attributed difficulties experienced by a student with ADHD symptoms to "bad" character, a lack of discipline or a lack of motivation. These findings suggest more emphasis should be placed on disability-related education and training for faculty members during early stages of their careers. (Contains 4 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States