Accommodations for Students with ADHD

/ November 21, 2011/ IEPs and 504s, School, Students

Students with ADHD may qualify for a Section 504 Accommodation Plan if their symptoms substantially limit one or more major life activities (including learning). The accommodations that are provided are intended to level the playing field to ensure “meaningful equal opportunity” at school. The accommodation plan should include a description of the student’s challenges and how ADHD is impacting the student’s learning and behavior. Accommodations are written to address identified areas of difficulty.

Helpful accommodations for students with ADHD include:

  • Preferential seating (seating student close to the teacher)
  • Assistance with note taking/assigned note taker
  • Copy of the teacher’s Power Points, notes, or outlines
  • Pairing written and oral instructions
  • Teacher’s checking for understanding
  • Private signal to redirect student’s attention
  • Checking that assignments have been correctly written down
  • Verification that all needed items are placed in the student’s backpack at the end of the day
  • Alternate or modified assignments (e.g., Power Point presentation instead of a written report, ½ of the math problems of a certain type, etc.)
  • Breaking down longer-term assignments and giving intermediate deadlines
  • Acceptance of homework emailed directly to the teacher
  • Reminders for turning in homework
  • Credit for late work
  • Cues for transitions to different activities
  • Allowing movement breaks and use of a “fidget” to increase focus
  • Advance copy of study guides
  • Permission to tape record review sessions
  • Taking quizzes and exams in a reduced distraction environment
  • Use of computer for written tests and/or calculators, as appropriate
  • Extended time for tests and homework assignments
  • Oral testing and/or the teacher’s going over the written test with the student, asking questions for clarification of the student’s answers
  • 2nd set of books at home
  • Alternate formats for reading (books on CDs, etc.)

If your child’s 504 plan is not meeting his/her needs or you want to explore whether your child might benefit from such accommodations, contact the school’s 504 coordinator. You are your child’s first advocate. Remember that you are modeling the skills that your child needs to develop so s/he can advocate for him- or herself in the future.

Contact us if we can be of assistance in setting your child your child up for school success.

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