Partizipation von Studierenden mit neurokognitiven Beeinträchtigungen am Beispiel von ADHS und spezifischen Lernstörungen.

Abstract: This paper critically reflects on the current situation of students with neurocognitive deficiencies regarding their participation in the academic setting. After providing a brief summary of the relevant judicial frameworks implemented at universities in Germany, Austria, and Switzerland, we (1) present single-case histories to delineate characteristic difficulties encountered by students with attention and/or specific learning disorders; and (2) formulate a desirable target state regarding successful participation and equal opportunities for students with neurocognitive deficiencies. We suggest a tentative model targeted at fostering students' participation and discuss the necessity to provide effective basic parameters at different levels both within and outside the academic setting which go beyond the currently offered disadvantage compensation. [ABSTRACT FROM AUTHOR]