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Guest post by Alicia Keating '17, LCIRT Research Asisstant
The prevalence of learning disabilities and ADHD at the post-secondary level has been on the rise since around 1990, growing 18% between 1990 and 2005 (Cortiella & Horowitz, 2014 p. 29). This increase in the population of LD/ADHD students at the post-secondary level has led to a demand for better accommodations and systems in place to properly accommodate these students. The population growth has been accompanied by a rise in negative stereotypes surrounding students with LD/ADHD. There are many common stereotypes about people with LD/ADHD, and about each diagnosis separately. One of the stereotypes that these diagnoses share is that they are a product of laziness—approximately half of the 1,980 people surveyed by the National Center for Learning Disabilities (NCLD) in 2014 believed that this was true of students with LD. Reportedly, the most pervasive stereotype about people with LD is that they have generally low ability (May & Stone, 2010). (Click above to read more....)