NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1190582
Record Type: Journal
Publication Date: 2018
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1949-6591
The Attention Deficit: Can Prospective and Current Students Comprehend ADHD Documentation Guidelines?
Taylor, Zachary W.
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.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; 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 - Laws, Policies, & Programs: Americans with Disabilities Act 1990; Rehabilitation Act 1973 (Section 504)
Identifiers - Assessments and Surveys: Flesch Kincaid Grade Level Formula