![]() ![]() Internalized stigma and anticipated discrimination are highly prevalent in adult ADHD and correlate with the burden of disease. Most frequently perceived stereotypes were doubts about the validity of ADHD as a mental disorder. Internalized stigma and/or anticipated discrimination correlated with ADHD symptoms, psychological distress, self-esteem, functional impairment and quality of life and was associated with ADHD family history and employment status. The sample comprised n = 104 adults with ADHD, of whom n = 24 (23.3%) reported high internalized stigma, n = 92 (88.5%) anticipated discrimination in daily life and n = 70 (69.3%) perceived public stigma. Stigmatization was assessed with the Internalized Stigma of Mental Illness Scale, the Questionnaire on Anticipated Discrimination and the Questionnaire on Public Stereotypes Perceived by Adults with ADHD. The objective of this study is to assess internalized stigma, perceived public stigma, anticipated discrimination and their associations with demographic, psychiatric and psychosocial characteristics in adult ADHD. Helping strategies involving various stakeholders should be applied to assist students with disabilities. Challenges for implementing accommodations include instructor lack of understanding and judgment of student improper facilitation of accommodation by instructor and DSS counselor did not advocate for students.ĬONCLUSION: Students with disabilities still experience a great number of challenges to request and utilize accommodations despite the supports from transitional staff/faculty and students’ own initiatives. Challenges for disability disclosure and accommodation request comprise maintaining uniformity to avoid classmate/instructor stigma, judgment, and unfair advantages personal insecurity and anxiety instructor/classmate lack of understanding about invisible disabilities and students’ lack of knowledge of available accommodations. Facilitators for implementing accommodations entail instructor understanding and helpfulness, disability services resources, and student initiatives. RESULTS: Facilitators for accommodation request include instructor caring and initiatives, and support of Disability Support Services (DSS). Challenging and facilitative themes were identified using a conventional content analysis. METHODS: Two hundred eighty-nine students were recruited from six public universities at a Mid-Atlantic U.S. ![]() OBJECTIVE: This study examined challenges and facilitators of requesting and implementing accommodations among students with disabilities. Implications and future directions are discussed.īACKGROUND: Despite positive impacts of accommodations on college success, students with disabilities continue to experience challenges in requesting and utilizing accommodations. However, contrary to the hypothesis, the fictitious basketball player received the most negative ratings. ![]() Overall, our data suggested relatively positive perceptions of college students who request academic accommodations. In a sequence of two similar experiments, professors and then peers were presented with one of the five vignettes, and were asked to rate the student on various measures of academic ability and work ethic, among other things. It was hypothesized that professors and peers would have more negative impressions of students needing accommodations because of ADHD and SLD diagnoses, as compared to three other reasons (i.e., depression, a visual impairment, or collegiate athletics ). The aim of the current study was to examine the perceptions of professors and fellow college students (i.e., peers) who were presented with a vignette depicting a fictitious student requesting an academic accommodation. However, research suggests that college students are hesitant to use their approved academic accommodations for fear of negative perceptions. Thus, some academic accommodations may be useful to them. ![]() University students with attention-deficit/hyperactivity disorder (ADHD) and specific learning disorder (SLD) have higher rates of academic difficulty than their unaffected peers. ![]()
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