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Adult and continuing education is a growing field. Some examples of the resources that may help interest students and adults with ADHD consist of, computer software, brain games, timers, calendars, voice recognition devices, screen magnifiers, and talking books. [140] Wolf lists 12 executive function skills necessary for students to succeed in postsecondary education: plan, set goals, organize, initiate, sustain attention/effort, flexibility, monitor, use feedback, structure, manage time, manage materials, and follow through. [141] These skills, along with strong independent and self-regulated learning, are especially pronounced in the online environment and as many ADHD students suffer from a deficit in one or more of these executive functions, this presents a significant challenge and accessibility barrier to the current e-learning approach. [142] [143] Some have noted that current e-learning models are moving towards applying a constructivism learning theory [144] that emphasizes a learner-centered environment [145] and postulates that everyone has the ability to construct their own knowledge and meaning through a process of problem solving and discovery. [146] However, some principles of constructivism may not be appropriate for ADHD learners; these principles include active learning, self-monitoring, motivation, and strong focus. [144] Despite the limitations, students with special needs, including ADHD, have expressed an overall enthusiasm for e-learning and have identified a number e-learning benefits, including: availability of online course notes, materials and additional resources; the ability to work at an independent pace and spend extra time spent formulating thoughtful responses in class discussions; help in understanding course lecture/content; ability to review lectures multiple times; and enhanced access to and communication with the course instructor. [142] [147] The design of e-learning platforms in ways that enable universal access has received attention from several directions, including the World Wide Web Consortium 's Web Accessibility Initiative (WAI).
Pages: 211
Publisher: State Univ of New York Pr (September 1994)
ISBN: 079142085X
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