Accommodations for Students with ADHD

Special accommodations for students with ADHD, as outlined on their 504 plans or IEPs, can greatly benefit educational outcomes. Students with ADHD who do not meet the eligibility requirements for an IEP, but need extra help at school, are legally protected under Section 504 of the Rehabilitation Act of 1973. It is common for children diagnosed with ADHD to receive a 504 Plan. Regardless of which document is utilized to provide legal protection, educators should consider the following classroom accommodations if they have a child with ADHD in their classroom.

Classroom setting accommodations

• Provide preferential seating close to the teacher and away from high-traffic areas and distracting classroom displays.
• Seat students close to a role model student if they frequently act out.
• Increase the distance between desks if they are unaware of personal space.
• Offer flexible seating such as wiggle chairs, standing desks, footrests, seat cushions, resistance bands on chair legs, etc.
• Set up a designated quiet workspace.

Accommodations to build organizational skills

• Have the student record all assignments in an assignment pad or electronic calendar, and check it daily to ensure accuracy. This is especially important for students that forget homework assignments.
• Provide an extra set of books to keep at home. This is helpful for students that lose or forget books.
• Provide folders and baskets of supplies to keep desks organized.
• Organize subjects on the student’s desk by color.
• Recommend binders with dividers and folders to keep work organized if students have difficulty keeping track of papers.
• Provide typed notes or an outline of the lesson to help with taking notes.
• Teach strategies for taking notes such as graphic organizers and mind-mapping software.
• Have a peer take notes for the student if the child is unable to take notes effectively.
• Consider allowing the student to have a computer or tablet.

Accommodations to help follow instructions

• Provide a written schedule of routines and rules and if there are any changes, let the student know ahead of time. Practice rules and routines for classroom tasks with the student.
• Shorten assignments or work periods; break long assignments into shorter segments if work quality decreases toward the end of assignments.
• Provide written and verbal instructions if they have difficulty following directions. Ask the student to repeat instructions.
• Outline lessons, detailing instructions and assignments.
• Keep instructions simple, clear, and concrete.
• Create visual interest by using pictures and graphs.
• Provide rubrics for assignments so students have a visual reminder of expectations and do not go off-topic.

Accommodations to decrease distractibility/stay on task

• Check for understanding using different methods including oral reports, posters, and video presentations.
• Allow verbal responses on tests, or for students to circle the correct answers.
• Minimize the number of questions and problems per worksheet.
• Allow the student to take frequent short tests instead of long unit tests.
• In lieu of penalizing late or partial assignments, allow partial credit with clear plans toward assignment completion.      
• Do not penalize for messy work, grade for content instead.
• Offer a separate setting for quiet test-taking with few distractions.
• Allow aids such as headphones or privacy boards for test-taking in the classroom.
• Allow extra time in a quiet space for projects, assignments, and tests.
• Consider a timer or an alarm to help with time management.
• Allot five-minute periods for students to check work to correct careless mistakes.
• Remind students to check their work before turning their assignments in.
• Allow the student to run errands, stand or fidget at times while working.
• Keep in mind that fidgeting oftentimes is a sign of boredom.
• Provide short breaks between assignments, which could include walking to the board, distributing paperwork to classmates, stretching, etc.
• Limit repetitive assignments, especially those the student already mastered or are above their level.
• Ask the student questions throughout lessons to encourage participation in discussions, especially if they are not interested in the material.

Accommodations to improve behavior

• Send daily/weekly progress reports home.
• Implement a behavior plan with a reward system. Praise the student for good behavior.
• Consider a behavior contract to improve behavior.
• Ignore minor inappropriate behavior to decrease negative attention-getting behaviors.
• Use a nonverbal signal to get a student’s attention or to indicate the need for a brain break − this verbal or visual cue will serve as a warning that the student’s behavior is inappropriate.
• Ask students to be self-aware and explain why they are exhibiting the behavior and how they can change it.
• Discuss behavioral issues directly with the student in a private setting.
• Check-in frequently for students’ frustration levels.
• Acknowledge correct answers only when a student raises a hand and is called on to decrease answers being blurted out. Consider a speaking stick or other object to pass around to indicate whose turn it is to speak.
• Never take away recess as a behavioral consequence because exercise is needed to focus.

Accommodations to improve social skills

• Set up social-behavior goals with students and implement a reward program if needed.
• Encourage cooperative learning tasks if the child does not work well with others.
• Assign special responsibilities to students in front of peers if they are not being respected.
• Provide leadership roles and frequently compliment positive behavior if the student has low confidence or is easily frustrated.
• Plan teacher-directed group activities and paired learning in a structured environment.
• Encourage social interactions with peers if a student seems lonely or withdrawn.
• Remind students to walk away from situations that cause frustration.

Conclusion

Tailor each of these accommodations to meet the individual needs of the students and observe the student to see which accommodations are effective. Accommodations work best when collaborated by teachers, parents, and students, and collaboratively, modifications to IEPs/504 Plans can be made. With a fully customized education plan and proper accommodations put in place, students with ADHD will thrive throughout their school years.

Here is a printable fact sheet for educators on ADHD from the National Resource Center on ADHD, a program from CHADD. If you are a parent or guardian and would like to speak to your child’s educator about ADHD, please read the following recommendations on speaking with them. For more information on ADHD, check out the ADHD / Attention-Deficit Hyperactivity Disorder fact sheet.