Postsecondary faculty attitudes, beliefs, practices, and knowledge regarding students with ADHD: A comparative analysis of two-year and four-year institutions

Abstract

Understanding the attitudes, beliefs, and practices of postsecondary faculty regarding students with Attention Deficit Hyperactivity Disorder (ADHD) and the laws that protect such students is critical for both student success and compliance with federal laws. The purpose of the present quantitative study was to identify differences between two-year community college and four-year university faculty in regard to their attitudes and beliefs about students with ADHD, their willingness to accommodate such students, and their knowledge of the legal protections for students with disabilities. In order to gain this information, electronic surveys were distributed to faculty members at two two-year community colleges, two four-year public universities, and two four-year private universities. The data was analyzed to determine whether significant differences in faculty responses exist between two-year colleges and four-year universities. Further analysis was conducted in order to determine whether differences exist between faculty responses at private four-year universities and public four-year universities. The results of the analyses indicate that no significant differences exist between types of universities in regard to faculty attitudes and beliefs about students with ADHD, their willingness to accommodate such students, and their knowledge of the legal protections for students with disabilities. However, additional analyses of the survey results beyond the scope of the research questions indicate that further professional development may be needed across postsecondary institutions regarding Section 504 of the Rehabilitation Act of 1973, appropriate accommodations for students with ADHD, and referral processes for students with ADHD to obtain educational accommodations.