Experiences of Preservice Music Teachers With Attention-Deficit/Hyperactivity Disorder

• In Event: AERA Roundtable Session Wednesday 4:20 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Mental Health and Student Well-Being in Global Contexts (Table 7)

Abstract

The purpose of this narrative inquiry is to examine the experiences of preservice music teachers with ADHD as they navigate their undergraduate programs. The primary question guiding this study is: How do preservice music teachers with ADHD describe their undergraduate experiences in relation to their understanding of themselves as college students, PSMTs, and people with ADHD? Findings include different paths of self-knowledge, various successes and struggles participants attribute to their neurotype, and suggestions for student-side and instructor-side supports for music education majors with ADHD.

Author

• Corinne Galligan, University of Michigan