Strategies for Improving Access in Group Work from Physics Students with ADHD

The enrollment of students with disabilities broadly, and ADHD students specifically, in STEM courses has dramatically increased in the past decade. While there have been many studies that show active learning strategies are beneficial for students, the results are not disaggregated for disabled students and their specific learning needs. We analysed sets of 4 interviews from 3 students with ADHD about their experiences in introductory group-based physics courses in comparison to their other STEM courses. This study uses inductive coding to distill broad themes in ADHD student experiences, including the importance of classroom structures and positive interpersonal interactions within these courses. From this analysis, we present overarching considerations for instructors in designing for accessibility in their course generally and group work activities in particular. Additionally, we will provide strategies and recommendations to adjust specific course structures to be more accessible.