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dc.contributor Ida, Aya Kimura en_US
dc.contributor.advisor Barajas, Manuel, 1968- en_US
dc.contributor.author Henderson III, Thomas
dc.date.accessioned 2017-08-14T16:11:25Z
dc.date.available 2017-08-14T16:11:25Z
dc.date.issued 2017-08-14
dc.date.submitted 2017-08-03
dc.identifier.uri http://hdl.handle.net/10211.3/194737
dc.description Thesis (M.A., Sociology)--California State University, Sacramento, 2017. en_US
dc.description.abstract Using standpoint framework this study explores first-hand experiences and reflections of university students with ADHD who received accommodations and services for at least one academic year while in high school. This qualitative research focuses on participant’s beliefs of whether interventions they received during high school adequately prepared them to be academically successful for college. Five students (2 females and 3 males) participated in a 60-minute interview consisting of 24 questions that explore participants’ feelings of academic preparedness for college based on their high school accommodations. Findings support previous research that college students with ADHD often struggle academically once they transition into college until they received their “wake up call”. Even though, participants were satisfied with their accommodations in high school, they initially felt unprepared and struggled to adjust academically in college. Significantly, participants who reported partaking in extracurricular activities and/or leadership roles in high school felt more confident in their academic skills, reported better social adjustment, and achieved higher grade point averages in college than their counterparts who did not participate in such activities and/or roles. en_US
dc.description.sponsorship Sociology en_US
dc.language.iso en_US en_US
dc.subject ADHD en_US
dc.subject Interventions en_US
dc.subject IEP en_US
dc.subject Accommodations en_US
dc.subject College students en_US
dc.title College students' reflections on the ADHS interventions received during high school: a standpoint analysis of the best practices en_US
dc.type Thesis en_US


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