  The number of students with disabilities and specifically students with
attention-deficit hyperactivity disorder (ADHD) entering postsecondary STEM
education has been increasing in recent decades. However, many instructors and
popular research-based curricula are not prepared to support such learner
variation. The views and experiences of people with disabilities are not
uniform, either across diagnoses or within a single diagnosis, such as ADHD.
Thus, individuals' thoughts about how to support students with ADHD in physics
courses will vary. We present views from one student with ADHD about strategies
instructors can use to help her succeed in introductory physics courses.
