ERIC Number: EJ1190582
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
The Attention Deficit: Can Prospective and Current Students Comprehend ADHD Documentation Guidelines?
Journal of Student Affairs Research and Practice, v55 n3 p285-294 2018
Students with ADHD are less likely to graduate from college than their peers; this study examines the currency and readability of ADHD documentation guidelines of 335 randomly selected, four-year, public and non-profit private institutions in the United States. Findings reveal that ADHD documentation is current, yet composed at nearly a 17th-grade level, rendering it difficult for students to apply for the learning accommodations they need. Implications for practitioners and future research are addressed.
Descriptors: Attention Deficit Hyperactivity Disorder, At Risk Students, Guidelines, Public Colleges, Private Colleges, Documentation, Readability, Reading Comprehension, College Students, Student Needs, Academic Support Services, Civil Rights Legislation, Federal Legislation, Disabilities, Readability Formulas
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Americans with Disabilities Act 1990; Rehabilitation Act 1973 (Section 504)
Identifiers - Assessments and Surveys: Flesch Kincaid Grade Level Formula