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dc.contributor.author Kumaresan, Melissa en
dc.contributor.author McCardle, Lindsay en
dc.contributor.author Chandrashekar, Sambhavi en
dc.contributor.author Karakus, Ece en
dc.contributor.author Furness, Colin en
dc.date.accessioned 2022-06-20T21:01:33Z
dc.date.available 2022-06-20T21:01:33Z
dc.date.issued 2022 en
dc.identifier.citation Journal on Technology and Persons with Disabilities 10: 249-265. en
dc.identifier.issn 2330-4219 en
dc.identifier.uri http://hdl.handle.net/10211.3/223478
dc.description 37th Annual Assistive Technology Conference Scientific/Research Proceedings, online 2022 en
dc.description.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. en
dc.format application/pdf en
dc.format.extent 16 pages en
dc.language.iso en en
dc.publisher California State University, Northridge. en
dc.rights Copyright 2022 by the authors and California State University, Northridge en
dc.subject subcognitive disability en
dc.subject attention deficit hyperactivity en
dc.subject executive function en
dc.subject behavioural intervention en
dc.subject online learning en
dc.subject adaptive strategy en
dc.title Learning with ADHD: A Review of Technologies and Strategies en
dc.type Article en
dc.rights.license Creative Commons Attribution-NoDerivs 4.0 Unported License. en


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