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Physical Review Physics Education Research
written by Westley James, Caroline Bustamante, Kamryn Lamons, Erin M. Scanlon, and Jacquelyn J. Chini
Educators and education researchers in postsecondary physics have rarely centered (i.e., intentionally directed attention to) the experiences of students with disabilities, leading to an instructional environment that is not designed to support students with disabilities. In this study, we interviewed five students who identified with the diagnosis of attention-deficit/hyperactivity disorder (ADHD) and were enrolled in introductory physics courses at a public four-year institution. We framed our investigation with a social relational perspective of disability, which posits that an individual's impairments interact with social structures to result in disabling barriers which prevent equal access for individuals with disabilities. We analyzed interview transcripts with interpretative phenomenological analysis. We found that the participating students discussed diagnosis characteristics including difficulties with focus, being prone to distractions, difficulties with keeping mental track of tasks and structures, and thinking often about abstract concepts. Diagnosis characteristics identified as challenges could result in negative self-perceptions, possibly as a result of internalized ableism. However, students also expressed that understanding their diagnosis led to benefits such as making more informed choices about their study strategies (e.g., using planners or chunking studying time). We found that course design could support or hinder participants' ability to use their preferred planning or studying strategies. We also found that students experienced increased barriers in their physics courses compared to other courses, specifically due to the increased time needed to process information and a lack of guidance for how to effectively study content for conceptual understanding. SCALE-UP courses introduced supports due to increased student autonomy but could also introduce barriers due to increased distractions. We present recommendations to increase course supports.
Physical Review Physics Education Research: Volume 16, Issue 2, Pages 020111
Subjects Levels Resource Types
Education Foundations
- Sample Population
= Special Need
- Student Characteristics
= Skills
Education Practices
- Learning Environment
General Physics
- Physics Education Research
- Lower Undergraduate
- Upper Undergraduate
- Reference Material
= Research study
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Access Rights:
Free access
License:
This material is released under a Creative Commons Attribution 4.0 license.
Rights Holder:
American Physical Society
DOI:
10.1103/PhysRevPhysEducRes.16.020111
NSF Numbers:
DUE
No.
1612009
Keywords:
disability accommodations, educational equity, inclusion, inclusivity, social relational theory
Record Creator:
Metadata instance created May 12, 2021 by Bruce Mason
Record Updated:
February 9, 2022 by Caroline Hall
Last Update
when Cataloged:
August 19, 2020
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AIP Format
W. James, C. Bustamante, K. Lamons, E. Scanlon, and J. Chini, , Phys. Rev. Phys. Educ. Res. 16 (2), 020111 (2020), WWW Document, (https://doi.org/10.1103/PhysRevPhysEducRes.16.020111).
AJP/PRST-PER
W. James, C. Bustamante, K. Lamons, E. Scanlon, and J. Chini, Disabling barriers experienced by students with disabilities in postsecondary introductory physics, Phys. Rev. Phys. Educ. Res. 16 (2), 020111 (2020), <https://doi.org/10.1103/PhysRevPhysEducRes.16.020111>.
APA Format
James, W., Bustamante, C., Lamons, K., Scanlon, E., & Chini, J. (2020, August 19). Disabling barriers experienced by students with disabilities in postsecondary introductory physics. Phys. Rev. Phys. Educ. Res., 16(2), 020111. Retrieved April 19, 2024, from https://doi.org/10.1103/PhysRevPhysEducRes.16.020111
Chicago Format
James, W, C. Bustamante, K. Lamons, E. Scanlon, and J. Chini. "Disabling barriers experienced by students with disabilities in postsecondary introductory physics." Phys. Rev. Phys. Educ. Res. 16, no. 2, (August 19, 2020): 020111, https://doi.org/10.1103/PhysRevPhysEducRes.16.020111 (accessed 19 April 2024).
MLA Format
James, Westley, Caroline Bustamante, Kamryn Lamons, Erin Scanlon, and Jacquelyn Chini. "Disabling barriers experienced by students with disabilities in postsecondary introductory physics." Phys. Rev. Phys. Educ. Res. 16.2 (2020): 020111. 19 Apr. 2024 <https://doi.org/10.1103/PhysRevPhysEducRes.16.020111>.
BibTeX Export Format
@article{ Author = "Westley James and Caroline Bustamante and Kamryn Lamons and Erin Scanlon and Jacquelyn Chini", Title = {Disabling barriers experienced by students with disabilities in postsecondary introductory physics}, Journal = {Phys. Rev. Phys. Educ. Res.}, Volume = {16}, Number = {2}, Pages = {020111}, Month = {August}, Year = {2020} }
Refer Export Format

%A Westley James %A Caroline Bustamante %A Kamryn Lamons %A Erin Scanlon %A Jacquelyn Chini %T Disabling barriers experienced by students with disabilities in postsecondary introductory physics %J Phys. Rev. Phys. Educ. Res. %V 16 %N 2 %D August 19, 2020 %P 020111 %U https://doi.org/10.1103/PhysRevPhysEducRes.16.020111 %O application/pdf

EndNote Export Format

%0 Journal Article %A James, Westley %A Bustamante, Caroline %A Lamons, Kamryn %A Scanlon, Erin %A Chini, Jacquelyn %D August 19, 2020 %T Disabling barriers experienced by students with disabilities in postsecondary introductory physics %J Phys. Rev. Phys. Educ. Res. %V 16 %N 2 %P 020111 %8 August 19, 2020 %U https://doi.org/10.1103/PhysRevPhysEducRes.16.020111


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