BC Campus: Supporting Post-Secondary Students with ADHD

Session Description

This brief session will offer practical strategies for creating learning environments that support students with ADHD. You’ll learn how to reduce cognitive load to support executive functioning, explore multi-modal teaching methods, and discuss ways to build flexibility without sacrificing accountability. Whether you’re designing a course or working one-on-one with students, you’ll leave with tools to better meet their needs and help them thrive. 

Learning Outcomes

• Identify key challenges faced by post-secondary students with ADHD 
• Select multi-modal strategies to support diverse attention and learning needs 
• Examine course elements that balance flexibility and accountability to promote student success 

Schedule

• Introductions and access information – 5 minutes 
• Key definitions – 5 minutes 
• Overview of multi-modal learning and cognitive load – 10 minutes 
• Building in both flexibility and accountability – 5 minutes 
• Wrap-up and ongoing learning: access statements – 5 minutes 

Register Now!

This notice is to inform you that this session will be recorded, archived, and shared after the event. By participating in this session, you acknowledge that your participation will be recorded and the recording will be made available publicly.

About the Facilitator

Meg Ingram (they/them) is a multiply-disabled accessibility advocate with a passion for project management, planning coordination, and equitable education. Drawing from their background working in both higher education and social services, they have a deep passion for carving out accessible processes and building meaningful relationships within and across sectors. Meg holds an M.A. in Sociology, with a focus in disability studies, from Queen’s University, and a B.A. in Sociology from the University of Victoria.