Academic accommodations for students experiencing disabilities are increasingly available at postsecondary institutions. More studies of the efficacy of accommodations for student success are warranted, however. Given the increased gender gap in university participation, more focus on the unique impact of gender is also needed. Using a sample of students registered with Access and Inclusion Services with learning disabilities (LD), attention-deficit/hyperactivity disorder (ADHD), and combined LD/ADHD at a Canadian undergraduate university (N = 661), we explored the impact of gender on academic performance and accommodation usage. Next, we examined how gender intersected with the impact of academic accommodations on academic performance. Women, on average, demonstrated better academic performance. Academic strategies and assistive technologies were not associated with higher academic performance. However, testing accommodations (extended time and environmental accommodations) were positively associated with academic performance for men with LD or ADHD, but not for the combined group LD/ADHD. For the former two, the more tests accommodated, the higher the academic performance. Furthermore, this gender association was most prominent for students experiencing ADHD. Interpretations and policy recommendations related to these findings are presented.

中文翻译：

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性别、住宿和残疾对患有 LD 和/或多动症的加拿大大学生学业成绩的影响

高等教育机构越来越多地为残疾学生提供学术住宿。然而，有必要对住宿对学生成功的功效进行更多研究。鉴于大学参与中的性别差距不断扩大，还需要更多地关注性别的独特影响。我们以加拿大一所本科大学的患有学习障碍 (LD)、注意力缺陷/多动障碍 (ADHD) 以及 LD/ADHD 合并症的学生为样本（N = 661），探讨了性别的影响学习成绩和住宿使用情况。接下来，我们研究了性别如何与学业住宿对学业成绩的影响相交叉。平均而言，女性表现出更好的学习成绩。学术策略和辅助技术与较高的学术成绩无关。然而，测试调节（延长时间和环境调节）与患有 LD 或 ADHD 的男性的学业成绩呈正相关，但对于 LD/ADHD 组合组则不然。对于前两者，参加的考试越多，学习成绩就越高。此外，这种性别关联在患有多动症的学生中最为突出。提出了与这些发现相关的解释和政策建议。