Please use this identifier to cite or link to this item: http://hdl.handle.net/1942/46008
Title: Examining the effectiveness of inclusive teaching practices for students with ADHD in post-secondary education: one size does fit all!
Authors: Lagace-Leblanc, Jeanne
EMMERS, Elke 
Baeyens, Dieter
CEULEMANS, Eva 
Issue Date: 2025
Publisher: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
Source: European journal of special needs education,
Status: Early view
Abstract: Although some students succeed in their academic journey without major obstacles, a significant proportion of students with ADHD face considerable academic challenges when exposed to traditional teaching strategies. Despite attempts at reasonable accommodations, the current understanding of effective teaching approaches to alleviate these challenges remains limited. This study aims to identify effective inclusive teaching practices for post-secondary students with ADHD. An online survey including testing 49 inclusive teaching practices was completed by 850 post-secondary students who were officially registered with their academic institution with a functional disability, including 355 students with ADHD. Two-mode partitioning of the 49 inclusive teaching practices and 18 ADHD symptoms revealed a clustering of four inclusive strategy type cluster by one ADHD symptom cluster solution accounting for 88.10% of the variance. This finding suggests that, regardless of ADHD symptomatology, the likelihood of perceiving the four inclusive strategy types of 'flexible', 'emotionally supportive', 'engaging' and 'representational' practices as effective, is high (probability rates between .53 and .89). The current study provides a first insight into effective practices that universally promote academic success for all students with ADHD, despite the heterogeneity of this condition.
Notes: Emmers, E (corresponding author), UHasselt, Sch Educ Studies, Hasselt, Belgium.
elke.emmers@uhasselt.be
Keywords: ADHD;post-secondary education;teaching practices;universal design;UDL
Document URI: http://hdl.handle.net/1942/46008
ISSN: 0885-6257
e-ISSN: 1469-591X
DOI: 10.1080/08856257.2025.2500133
ISI #: 001480294600001
Rights: 2025 Informa UK Limited, trading as Taylor & Francis Group
Category: A1
Type: Journal Contribution
Appears in Collections:Research publications

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