Self-advocacy is linked to academic success and retention of students with disabilities in college. Students with ADHD and/or specific learning disabilities were interviewed to identify supports and barriers to self-advocacy in undergraduate STEM courses. STEM instructors can be supports or barriers, which influences students’ accommodation use.

The experiences of STEM students with ADHD and specific learning disabilities are centered to determine how these students perceive active learning as influencing their classroom and self-advocacy experiences. The way an active-learning practice is implemented and limited awareness of universal design for learning likely contribute to active-learning barriers.

STEM instructors are encouraged to adopt active learning in their courses, yet our understanding of how active learning affects different groups of students is still developing. One group often overlooked in higher education research is students with disabilities. Two of the most commonly occurring disabilities on college campuses are attention-deficit/hyperactivity disorder (ADHD) and specific learning disorders (SLD). We investigated how the incorporation of active-learning practices influences the learning and self-advocacy experiences of students with ADHD and/or SLD (ADHD/SLD) in undergraduate STEM courses. Semi-structured interviews with 25 STEM majors with ADHD/SLD were conducted and data were analyzed using qualitative methods. Most participants perceived themselves to learn best in a STEM course with at least some elements of active learning. Participants described how they perceived active learning to support or hinder their learning and how active learning affected their self-advocacy. Active-learning barriers could be attributed to a combination of instructional factors. These factors included how a particular active-learning practice was implemented within a STEM course and limited awareness of universal design for learning. Defining the supports and barriers perceived by students with ADHD/SLD is a crucial first step in developing more inclusive active-learning STEM courses. Suggestions for research and teaching are provided.