Taylor, M., & Houghton, S. (2008). Examination-related anxiety in students diagnosed with AD/HD, and the case for an allocation of extra time: Perspectives of teachers, mothers and students . Emotional and Behavioral Difficulties , 13 (2), 111–125. https://doi.org/10.1080/13632750802027663
The perspectives of teachers, students, and parents on allocating extra time during exams for students with attention-deficit/hyperactivity disorder (ADHD) were examined.
Eighteen teachers of Western Australian students with ADHD, 15 students with ADHD, and the mothers of the students with ADHD participated in interviews. Fourteen high school teachers and four primary school teachers participated, with grades 4–12 represented.
Interviews focused on perceptions of the extra time allocation as a necessary accommodation during exams. Interviews lasted an average of 35 minutes.
Participants expressed diverse opinions about the extra time accommodation. Over half of teachers and parents (56% and 53%, respectively) supported the extra time accommodation for students with ADHD. However, only 33% of students with ADHD fully endorsed the extra time allocation.