Learning with ADHD: A Review of Technologies and Strategies

Abstract

As part of our continuing efforts to improve inclusion in teaching and learning, we examined cognitive needs in online learning, specifically relating to attention deficit hyperactivity disorder (ADHD). Through a narrative literature review and environmental scan, we analyzed current knowledge reported in ADHD research to understand its impact on learning for students diagnosed with ADHD and examined the interventions and strategies that support their executive function and focus needs, specifically in an online learning context. We used the lens of a Technology--Content--Pedagogy (TCP) framework to organize and interpret the strategies for supporting students with ADHD in online learning.