Table 2.

Characteristics of the services and accommodations studies.

Authors	Participants	Method	Type of service
*DuPaul et al. (2017)	N = 1782 university students with ADHD and learning disabilities	Documental analysis	Tutoring Advisor Coaching
*Gormley et al. (2019)	N = 456 university students with and without ADHD	Survey	Academic skill assistance Advisor Tutoring
*O’Shea and Thurman (2017)	N = 25 employees in disability services offices	Survey	Assistance in obtaining documentation Note-taking services Transportation support Carrers services
*Gelbar and Madaus (2020)	N = 3,726 exams in 1517 unique courses (596 students)	Documental analysis	Test accommodations
*Jansen et al. (2017)	N = 214 86 students with ADHD 42 student counsellors 86 students without a disability	Survey	Test accommodations
*Kreider et al. (2019)	N = 52 University students with ADHD and learning disabilities	Survey	Planning and organising
*Laslo-Roth et al. (2022)	N = 648 529 typical students 119 students with ADHD	Survey	Distance learning Accommodations in online courses
*Mana et al. (2022)	N = 2,113 703 students with ADHD 370 students with learning disabilities 668 typical students	Survey	Test accommodations Social support
*Schaefer et al. (2018)	N = 13 Parents of university students with ADHD	Survey	Peer mentoring programme Counselling services Social support Individualized support Transportation support
*Sedgwick-Müller et al. (2022)	N = 50 2 university students with ADHD 48 mental health, neurodiversity, and disability practitioners, learning assessors	Survey	Academic skill assistance Individualized support
*Taylor (2018)	N = 335 ADHD documentation guidelines	Documental analysis	Assistance in obtaining documentation Teacher-class-assistance
*Terras et al. (2020)	N = 13 graduate students with disabilities	Survey	Distance learning Accommodations in online courses
*Weis and Banchemin (2020)	N = 1,634 university students with ADHD and learning disabilities	Intervention in university	Test accommodations