Faculty perceptions of college students with Attention Deficit Hyperactivity Disorder

In higher education today, one area of tremendous growth and change has been in the area of instructional accommodations for students who previously diagnosed with disabilities. Recent changes in federal law have placed additional responsibilities and requirements on institutions of higher learning to be more effective and comprehensive in the manner that they provide these accommodations. One of the largest groups of students registered with disability services offices is students who have Attention Deficit Hyperactivity Disorder. With this large increase in students and the need for instructional accommodations, faculty members often have expressed a mistrust and hesitation when it comes to providing these instructional accommodations. The purpose of this study was to investigate what perceptions that faculty members have of students who have Attention Deficit Hyperactivity Disorder and their willingness to provide instructional accommodations based on this perception. This information will be invaluable as disability services offices try to conduct faculty training to maintain institutional compliance with new federal guidelines for classroom accommodations.