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Navigating the Crossroads: The Interaction and Tension between State Employment Laws and the DOJ’s ECCP Guidance on Compensation Clawback Provisions
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Secondary Educators’ Knowledge and Perceptions of Their Own Self-Efficacy as It Relates to 504 Plan Accommodations for Students Diagnosed With ADHD
Get PDFThis study investigated the role of Section 504 accommodations in meeting the needs of secondary students with attention-deficit/hyperactivity disorder (ADHD) in the United States. While legislation requires equitable education for students with disabilities, gaps remain in understanding how educators perceive their own abilities in implementing Section 504 plans for students with ADHD. The study used a qualitative research design to explore the academic and organizational challenges faced by secondary school students with ADHD, specifically examining the knowledge, perceptions, and self-efficacy of secondary educators regarding ADHD strategies and 504 plan accommodations. Semi-structured interviews were conducted via Zoom with 11 educators from various departments at an affluent suburban high school in northern New Jersey. The findings revealed that educators’ self-efficacy in implementing 504 accommodations was influenced by their knowledge, experience, professional development, and collaboration with colleagues. The study identified challenges such as time constraints, large class sizes, and limited resources, which impacted the consistent implementation of accommodations. Additionally, it highlighted the importance of advocacy, reducing stigma, and fostering a school-wide culture of inclusion. The results emphasize the need for targeted professional development opportunities to enhance educators’ confidence and effectiveness in supporting students with ADHD. The implications of the study extend beyond the local context to inform interventions and support services for these students in a broader context, providing insights for policymakers and school administrators to develop effective strategies to meet the diverse needs of students with ADHD and ensure equitable access for all and contributes to the existing literature by offering a deeper understanding of the implementation of Section 504
