Fig. 2

Proposed model of self-advocacy for students with ADHD and/or SLD in the context of undergraduate STEM courses, based on our participants’ experiences. Square-edged boxes represent components of Test’s conceptual framework (Test et al., 2005). Rounded-edged boxes represent emergent themes from our qualitative analysis. Ovals represent individuals our participants interacted with to practice self-advocacy. The shaded box represents a required component of self-advocacy. The dashed line box surrounding communication represents communication with STEM instructors and DRC coordinators. Lines connecting communication to leadership and filling gaps represent the integral role of communication in self-advocacy, e.g., communication is required for leadership and filling gaps. Components of self-advocacy can overlap due to their intersecting nature