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Assignment Accommodations

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ADHD affects the brain, which means children with ADHD can have different ways of learning and retaining information, and showing what they know. Many students with ADHD perform better on assignments if they are given accommodations. Assignment accommodations can include making changes to assignments that allow the students to learn the material in a format that works for them, or changes in how the student shows that they have mastered content and skills. The overall concept of the assignment remains the same, allowing the student to learn the same curriculum as others in the classroom.

Accommodations for students with ADHD most often include decreasing the length of an assignment. For instance, writing shorter papers, answering fewer test questions, or completing fewer homework problems. The overall format of an assignment might be modified as well. Examples of this are dictating written assignments into a tape recorder or presenting a project orally instead of submitting a written report. These general assignment accommodations work for students with ADHD on classwork, homework, and assessments.

• Decreasing assignment length:  Students with ADHD have difficulty getting started and finishing tasks. An assignment with ten questions estimated to take the average students ten minutes may take the student with ADHD half an hour. You could have the student just complete a portion of the ten questions. This accommodation is most useful for shorter assignments such as independent classwork and homework.
• Tailoring assignments to the child’s level:  Assignments that are meant to practice skills and show new mastery can be tailored to the child’s level. Students with ADHD have the most difficulty focusing on tasks that are too easy or too complex. Assigning only those segments of the assignment that the child hasn’t yet shown to have mastered is most efficient. Computerized assessments can be used to generate the appropriate level of work.
• Extended time to complete assignments:  In order to keep a concept or the curriculum the same, decreasing the total length of an assignment may not work. For longer assignments, such as writing an essay or completing a test, it may be more appropriate to extend the amount of time the student has to complete the project. You might estimate that the average student will take 30 minutes to complete a test, but for the student with ADHD who has time impairments it might take them twice the time.
• Visual representation of time:  Neither of the above general accommodations may consistently work well alone. Students with ADHD also have an impaired sense of time, making it difficult for them to manage time well. Giving students some form of a timer to show them how much time has passed and the amount of time remaining can help students realize time is passing.
• Dividing assignment into parts:  Another way to help with time impairments as well as forgetfulness and self-talk deficits is to divide large assignments into multiple pieces with separate deadlines. If you are having students write a research paper due in six weeks, you can break the assignment into parts. Part one could be an outline due at week two, part two a rough draft due at week four, and part three the final research paper due at week six. It is important to make each piece a separate assignment with individual due dates. When one piece is completed, the instructions for the next piece are then given to the student. When working on longer assignments, breaks—particularly those that allow students to move and be physically active—can help them stay on task while working.
• Provide flexibility on format:  Some students with ADHD perform written and reading assignments very slowly. In some cases, allowing them to complete a written assignment by dictating their ideas to someone else or into a tape recorder are appropriate accommodations. For reading assignments, letting them listen to a passage read aloud to them might work. For instance, with math word problems where the student is not being assessed on their reading or writing abilities, but rather math concepts, you could make an assignment accommodation that lets the student listen to a recording of someone reading the word problem and then they could record their answer back.
• Consistent positive reinforcement:  Many of the above accommodations work for most students, but after time, will fail without the addition of motivation. Furthermore, students with ADHD are often noticed only for problem behavior or failure.  For students to be successful appropriate behavior should be reinforced frequently and efforts must be praised. Make a plan to notice the students when they behave as expected and to give extra encouragement and reassurance during more challenging times so that students know they are on the right track. Positive reinforcement helps students develop the motivation to succeed, making assignment accommodations even more effective.

In many instances, a learning disability may also affect students with ADHD. As many as 45% of children with ADHD have a co-occurring learning disorder, as compared to only 5% of children without ADHD. It is often important to assess and test for co-occurring learning disabilities to create a plan and choose accommodations that work best for each student.

Barkley, R. (2016).  Managing ADHD in School The Best Evidence-Based Methods for Teachers . Eau Claire, WI: PESI Publishing & Media.

Lougy, R., DeRuvo, S., and Rosenthal, D. (2007).  Teaching Young Children with ADHD: successful strategies and practical interventions for PreK-3 . Thousand Oaks, CA: Corwin Press.

Teach ADHD. (2013). Rethinking ADHD in the Classroom. Retrieved from: http://www.teachadhd.ca/abcs-of-adhd/Pages/Rethinking-ADHD-in-the-Classroom.aspx

U.S. Department of Education. (2008). Teaching Children with Attention Deficit Hyperactivity Disorder: Instructional Strategies and Practices. U.S. Department of Education. Retrieved from:  http://www2.ed.gov/rschstat/research/pubs/adhd/adhd-teaching_pg3.html

Zeigler Dendy, C. (2000).   Teaching Teens with ADD and ADHD: a quick reference guide for teachers and parents . Bethesda, MD: Woodbine House.

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The information provided by CHADD’s National Resource Center on ADHD is supported by Cooperative Agreement Number NU38DD000002 funded by the Centers for Disease Control and Prevention (CDC). Its contents are solely the responsibility of the authors and do not necessarily represent the official views of the CDC or the Department of Health and Human Services (HHS).

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10 Essential Classroom Accommodations for ADHD

Go to that individualized education program meeting prepared..

Posted September 30, 2021 | Reviewed by Chloe Williams

• What Is ADHD?
• Find a therapist to help with ADHD
• Young people in the education system with attention deficit/hyperactivity disorder (ADHD) have the right to receive accommodations.
• Accommodations that may help students with ADHD include getting extra time to complete assignments and having special seating arrangements.
• Having the teacher provide study guides or notes, taking breaks from the classroom and using the buddy system can also help.

Thank goodness society has finally come to celebrate neurodiversity . Or rather, they’ve decided to finally acknowledge that there are people who think or learn differently from the majority by inventing an ultra-lengthy neologism.

Regardless, this long-overdue recognition has led to the realization and embracing that conventional methods of classroom instruction simply do not suffice for the “neurodivergent.” As such, accommodations or changes that remove the barriers to learning for the neurodiverse are in order and, thankfully, welcomed. Children or young people in the education system with an attention deficit hyperactivity disorder (ADHD) diagnosis have the right to receive accommodations under two federal laws, the Individuals with Disabilities Education Act and Section 504 of the Rehabilitation Act.

If your child has just been diagnosed with ADHD, or it’s time for that annual Individualized Education Program (IEP) review or re-evaluation of an IEP, there may be accommodations that can set them up for success this school year. Below are 10 accommodations that can make all the difference.

Time Management Accommodations

1. Extra Time to Complete Assigned In-Class Work, Homework and Tests

Struggling with time management skills or perceiving/judging time are common ADHD issues. This accommodation can also facilitate test-taking anxiety , challenges with initiation, and deficits in processing speed.

2. Pomodoro Method

The ADHD brain loves rest. I think we can all relate to that. It’s not because it’s “lazier” than other brains but because the ADHD brain “battery” is much smaller than neurotypical brains. Consequently, it gets depleted faster and needs breaks to “recharge” more frequently. Allowing special education instructors to implement the Pomodoro method in school is a great way to recharge. The Pomodoro method typically recommends setting a timer for 25 minutes and taking a 5-minute break, but for young people with ADHD, the time should be altered to support their attention deficit. I recommend 15 minutes of work with a 3-minute break for young people aged 8 to 18. Remember, it’s all about neurodiversity, so tweak as you see fit.

Environmental Accommodations

3. Seating Placement in the Classroom Matters

Being easily distracted and struggling to sit through long classes has always been a hallmark sign of ADHD. Limiting distractions is an easy way to reduce inattention, disruptive behavior, and urges to engage in impulsive acts. Make sure they’re not seated in high traffic areas (close to the classroom door). Seating should also be away from distractions, like windows, heating/air conditioning vents, speakers, and disruptive peers.

Tools and Equipment Accommodations

4. Fidget Chairs

People with ADHD, predominantly hyperactive-impulsive types, have difficulty sitting still, not fidgeting , squirming, and controlling their bodies in general. Special seating accommodations that allow them to expend their excess energy while remaining in their seat are a godsend for teachers and peers alike. Fidget chair bands enable them to bounce their feet without being disruptive. Motion stools, wobble cushions, and balance ball chairs are all teacher-approved.

5. Accommodations for Writing Difficulties

Children with ADHD will also often struggle with dysgraphia , which is described as a learning disability that involves impaired ability to produce legible and automatic letter writing and often numeral writing. Pencil grips, slant boards, graphic organizers, and highlighted paper can all help make writing less anxiety-provoking.

Working Memory Deficit Accommodations

6. Reduce Memory Load

Working memory is often a significant impairment in children with ADHD. Short-term memory deficits can plague these individuals and can often affect their ability to study and memorize information for tests. Have the teacher provide class notes and study guides. It’s even beneficial to have another diligent peer or “class scribe” volunteer their notes for your child’s review. All of this can be done while maintaining your child’s privacy.

Anxiety Accommodations

It often goes unrecognized that ADHD frequently co-exists with other anxiety disorders like generalized anxiety, social anxiety , and panic disorder. The stress of not being able to focus, forgetting tasks, assignments, and responsibilities, and being overwhelmed by seemingly never-ending external stimuli is overwhelming, to say the least.

7. Taking Breaks from the Classroom

Allowing your child to leave the classroom may seem like a slippery slope that could easily be taken advantage of, but it’s necessary. Allowing them to get some water, walk down the hallway, have a quick snack, go to the bathroom, or visit the guidance counselor is often needed when struggling with ADHD and anxiety. The classroom is overwhelming and often overstimulating. A quick “calm-down” or “reset” is typically all it takes to regain focus and composure. If you’re nervous about this accommodation, limit the number of times it can be utilized as well as the length of time throughout the school day.

8. ADHD and Social Anxiety

Social anxiety is like the bully that won’t leave ADHD in peace. Studies have found that social anxiety disorder had a high rate of co-occurrence with ADHD. This makes classroom presentations a panic-ridden and even traumatizing experience for individuals struggling with severe cases of both. Ask teachers if they would be willing to allow your child to record their presentation at home to edit it as needed or if they would be willing to let the child only present in private. It’s best to seek out cognitive behavioral therapists to help the child overcome their social anxiety so that this does not have to become a lasting accommodation. The goal should be to overcome the fear with the right mental health professional support but have the proper accommodations in place in the interim.

Socialization Supports

9. Buddy System

Children with ADHD typically struggle with switching gears or managing “transitions” — changing classes, switching subjects, starting assignments, etc. In addition to giving kids a heads up about transition time, for example, “five more minutes before recess ends,” having a school-assigned peer to assist them can also make the shift go much more smoothly.

10. Have the Teacher Assign Your Child a Special Role During Class

It’s well documented that ADHD kids are unfortunately targets for bullies. Whether they are often reprimanded by teachers or struggle with impulsive behaviors that garner negative attention, it doesn’t change that they are and can regularly feel ostracized or generally disliked. Needless to say, this is awful for their self-esteem . Having their teacher point out that your child has a “special” role or job can help offset the negative attention due to their other misunderstood behaviors. Ask the teacher to name your child “Student Helper,” “Paper Passer,” (passes out all papers), “Nurse Buddy" (walk other kids to the nurse), “Line Leader ,” or “Teacher’s Assistant.”

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Kailey Spina Horan, Ph.D., LMHC is the founder of True North Mental Health Counseling PLLC in Briarcliff Manor, NY, a practice dedicated to treating children, teens, young adults, and families.

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Modifying Instruction: Teaching Students with ADD

You will probably find that most of your students with attention deficit disorder tend to benefit from some type of instructional modification, which is the cornerstone of helping students with attention deficit disorder succeed in the classroom. When modification is used, students are not penalized for not knowing how to learn.

There are many ways you can modify your lessons. Target those aspects of the learning setting that can be most troublesome for the student:

• Lesson presentation
• Physical arrangement of the classroom
• Work assignments

Lesson Presentation

Use the principles of effective instruction when delivering lessons. Make sure that students are successful and challenged. Model cognitive strategies such as "think aloud" techniques, which help students verbalize the thought processes they should engage in to complete the task. Cooperative groupings can also be used effectively. Finally, give praise and feedback immediately and consistently.

Suggestions for maintaining student involvement in the lesson include the following:

• Keep lesson objectives clear
• Deliver the lesson at a brisk pace
• Encourage collaboration among students
• Use meaningful materials and manipulatives
• Prompt for student answers after allowing at least five seconds of wait time
• Have the students recite in unison
• Vary the tone of your voice and model enthusiasm

There are additional ways you can accommodate the student's learning characteristics and needs when designing your lessons. For example, if the student has a short attention span, you might accommodate this learning characteristic by modifying the length of the material. The following are examples of additional accommodations:

• Break up long presentations by "chunking" content. At the end of each chunk, have the student respond in some way.
• Provide the student with additional time to finish an assignment or test.
• Break down assignments into "mini-assignments," and build in reinforcement as the child finishes each part. So as not to overwhelm the student, consider passing out longer assignments in segments.
• Reduce the number of practice items that the student must complete. For instance, allow the student to stop once he or she has demonstrated mastery.

Holding students' interest and attention is not always an easy task. Don't hesitate to experiment with a variety of approaches – and ask your colleagues for ideas.

Physical Arrangement of the Classroom

To help a student who is easily distracted focus on the task at hand, you may need to reduce competing stimuli in the environment or directly cue the student's attention. The goal here is not to create a dull environment, but rather to find ways to focus the student's attention. The following are examples of things you can do:

• Seat the student away from high-traffic and noisy areas such as the pencil sharpener, window, hallway, and materials table. Make a study carrel available.
• Define the work space for the child. For example, when children are to sit on the floor, use carpet squares to help define each child's space.
• Reduce the amount of materials present during work time by having the student put away unnecessary items. Have a special place for tools, materials, and books.

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Effective Classroom Interventions for ADHD Students: Strategies And Tips

Attention deficit hyperactivity disorder (ADHD) affects many children and poses challenges in their educational journey. Attention deficit hyperactivity disorder (ADHD) is a prevalent childhood behavior disorder that affects approximately 7% of children aged 3 to 17 , according to the 2006 National Health Interview Survey (Bloom & Cohen, 2007). The core symptoms of ADHD, including inattention, hyperactivity, and impulsivity, can pose significant challenges in the classroom and hinder academic success. To support students with ADHD and promote positive school outcomes, it is essential to implement effective behavioral interventions. This article will discuss various strategies and interventions that can be employed in the classroom to address the specific challenges associated with ADHD.

What Is Attention Deficit Hyperactivity Disorder?

Attention Deficit Hyperactivity Disorder or ADHD is a neurodevelopmental disorder that affects both children and adults. Individuals with ADHD typically exhibit symptoms of inattention, hyperactivity, and impulsivity.

Inattentive symptoms may include difficulty staying focused, becoming easily distracted, struggling to follow instructions, being forgetful, and having difficulty organizing tasks and activities. Hyperactive symptoms can manifest as excessive fidgeting, restlessness, and difficulty sitting or staying seated, and constantly being "on the go." Impulsivity can make you do things without thinking and interrupt others. It can also make it hard to wait your turn.

ADHD is a complex disorder that can impact various aspects of an individual's life, and mental health, including academic performance, social interactions, and mental health and emotional well-being. ADHD symptoms and expected behaviors are different for each person. Not everyone with ADHD will have the same symptoms or severity. It's essential to keep this in mind.

Natural remedies, like dietary changes, exercise, and herbal supplements, can provide additional support for managing ADHD symptoms . Mindfulness meditation and yoga can also help improve attention and reduce stress. It's essential to consult with healthcare professionals for safe and effective options.

General Approaches to Behavioral Interventions

When addressing the challenges associated with other children with ADHD, it is crucial to recognize the diverse nature of the problem behaviors of younger children in this student population. Instead of solely focusing behavioral treatment on ADHD symptoms, interventions should begin by identifying specific challenging and unwanted behaviors. Moreover, alternative appropriate behaviors that are incompatible with the undesired behaviors should be identified. Educators need to communicate both unacceptable and acceptable behaviors to the students clearly.

Intervention plans need a functional behavior assessment. This means finding out what causes both good and bad behavior. Looking at past behavior can help us create a better classroom. We can make changes that help students succeed. When you study the consequences, you can see what makes behavior happen more often in the environment. The function of the problem behavior should guide behavioral interventions too. For instance, if the behavior is maintained by negative reinforcement, the intervention should ensure that the undesired behavior goal is not achieved through the problem behavior. Simultaneously, the intervention should teach the student that engaging in desirable behavior is a more effective and efficient way to attain the desired behavioral goal.

Environmental And Instructional Considerations

Implementing behavior modification changes disruptive behavior even in the classroom environment can contribute to reducing problematic behaviors and enhancing learning outcomes for students with ADHD. The following interventions are effective in the behavior problems setting up students with ADHD for success:

Task Duration

Students with ADHD have a short attention span, so homework assignments should be short. This way, they can get quick and frequent feedback and often help make sure they're accurate. Long assignments can be split into smaller sections. Students can take breaks during long periods of class work.

Task Difficulty

Assignments can be frustrating for students with ADHD when they are too hard. They may give up more often. Conversely, simple tasks may result in boredom and inattentiveness. Adjusting tasks to match students' skill levels can engage them and prevent frustration. High school students might find it helpful to start with easy tasks and slowly move to harder ones. As they gain confidence and study skills, they can tackle more complex challenges.

Direct Instruction

Teachers can help students with ADHD by giving them activities to do with their teacher instead of working alone at their desks. This can help them pay better attention and stay focused. Explanation Teaching how to take notes has helped students do better in class. They pay better attention, get higher scores, and understand more. Attention training sessions such interventions can help students with ADHD. They teach how to ignore distractions and focus on essential things.

Peer Tutoring

Peer tutoring is effective in supporting academic and also behavioral therapy gains among students with ADHD. To get the best outcome, it's suggested to match ADHD students with peer tutors of the same gender. The tutors should have better academic and behavioral abilities than younger students. Giving immediate feedback and challenging lessons helps kids who learn from their peers.

Class-Wide Peer Tutoring

Peer tutoring in class helps students with ADHD behave better and do better on school work. In this program, each student becomes both a teacher and a student, and teachers watch closely. Students who have ADHD get trained on suitable tutoring methods and partner up with their peers for tutoring. This method helps both the students and the tutors. This approach not only benefits the tutees by providing individualized support but also benefits the tutors by reinforcing their own learning by teaching the child appropriate behaviors.

Behavior Contracts

Behavior contracts are effective tools for promoting positive behavior and accountability among students with ADHD. A behavior contract is a written agreement that outlines how a student should behave. It is made between the parent, teacher, and student. The contract covers rules, rewards for good behavior, and consequences for bad behavior. The contract should be individualized and include goals that are achievable and measurable. To make sure the negative behavior contract works, it's crucial to keep track of and acknowledge the student's progress.

Environmental Modifications

Creating an organized and structured classroom environment can greatly benefit students with ADHD. Teachers can set up their classrooms in a way that helps students concentrate. They can use the space to prevent distractions and use images to guide students' attention. Seating a student with ADHD near the front of the class and away from distractions, like windows or busy areas, can help them focus better and avoid getting off-task. This can be a good classroom rule.

In the classroom, students with ADHD can benefit from visual aids like schedules and clear instructions. These tools make it easier for them kids learn how to follow classroom rules, routines, complete assignments, and meet expectations. Breaking tasks into smaller steps and using pictures or timers can help complete tasks and manage time.

Self-Monitoring And Self-Regulation Strategies

Teaching students how to monitor and regulate themselves helps them control their behavior and do better in school. Self-monitoring is when students watch and write down how they behave or do something to reach a goal. This can be done through self-checklists, behavior charts, or electronic apps. Using self-regulation strategies can help students with ADHD stay focused and in control. Some examples of these strategies are taking short breaks to move or doing deep breathing exercises.

Collaboration With Parents And Support Services

Working together is essential for helping students with ADHD. Teachers, parents, and support services need to collaborate to make effective interventions. Schools can learn a lot about students by talking with parents and helping them during the school day. This can help teachers understand what students are good at, where they need help, and what works for them at home. To make sure that things are the same at home and school, parents and special education services should work together to set goals and track progress.

Additionally, many schools, collaborating with support services, such programs such as school counselors, school psychologists, or special education professionals, can provide additional resources and expertise in supporting students with ADHD. These experts offer extra resources and knowledge to support these students. These experts can help with exams, assignments, personal plans, academic work, and continued support for students and teachers.

Tips for Effective Classroom Interventions for ADHD Students

Creating classroom rules.

An important way to help students with ADHD is to create a structured classroom environment. A structured environment is good for students with ADHD. It provides clear expectations and routines that make them feel organized and secure. Here are some tips for creating a structured classroom:

• Clearly communicate rules and expectations at the beginning of the school year.
• To help students understand and follow routines, use schedules and charts as visual aids.
• Break tasks into smaller, manageable steps, providing clear instructions along the way.
• Maintain a consistent daily schedule to help students anticipate transitions and reduce anxiety.

Incorporating Multi-Sensory Learning

ADHD students often benefit from multi-sensory learning experiences that engage multiple senses simultaneously. This approach can enhance their focus and retention of information. Here are some ways to incorporate multi-sensory learning:

• Use hands-on activities and manipulatives to make lessons more interactive.
• Integrate visuals, such as diagrams, charts, and videos, to support auditory information.
• Incorporate movement breaks and physical activities to help students release excess energy.

Implementing Assistive Technologies

Technology can be a valuable tool in supporting ADHD students. Assistive technologies can help students in many ways. They can keep students organized, help them manage their time, and improve their attention. Consider the following assistive technologies:

• Digital organizers and apps that provide reminders and task management tools.
• Text-to-speech software that helps students with reading comprehension .
• Noise-canceling headphones to minimize auditory distractions in the classroom.

Providing Individualized Accommodations

ADHD students are different, so we need to give them special help that fits their needs. Here are some accommodations to consider:

• Allowing extra time for completing assignments and tests.
• Providing preferential seating near the front of the classroom to minimize distractions.
• Offering frequent check-ins and providing feedback on their progress.
• Implementing a reward system to reinforce positive behaviors and achievements.

Encouraging Active Participation

Engaging ADHD students actively in learning can help improve their attention and motivation. Here are some strategies to encourage active participation:

• Use group work and collaborative projects to foster engagement.
• Incorporate hands-on experiments and real-life examples to make lessons more relatable.
• Provide opportunities for movement and kinesthetic learning.

Promoting Self-Regulation Skills

ADHD students need to learn self-regulation to control their behavior and emotions. It helps them manage their impulses better. Here are some techniques to teach kids to promote self-regulation:

• Teach mindfulness and relaxation techniques, such as deep breathing exercises.
• Help students identify their emotions and provide strategies for emotional regulation.
• Encourage self-reflection and goal-setting to promote self-monitoring.

To help ADHD students, teachers need to understand them well, show empathy, and use personalized strategies. Teachers can help ADHD students succeed by creating a structured environment, breaking tasks into smaller parts, using hands-on teaching methods, encouraging movement breaks, displaying reminders, and maintaining a positive classroom atmosphere. Remember, each student is unique, so it is essential to adapt these strategies to meet individual needs. ADHD students can do really well with support and help. They can succeed in school and other areas too.

Frequently Asked Questions

What is adhd.

ADHD, or Attention-Deficit/Hyperactivity Disorder, is a neurodevelopmental disorder affecting children and adults. It is characterized by persistent inattention, hyperactivity, and impulsivity patterns that can significantly impact daily functioning and overall well-being. Individuals with ADHD may struggle with sustaining attention, organizing tasks, managing time, and controlling impulsive behaviors.

What Is Behavioral Parent Training?

Parent training teaches ways to manage children's behavior. It's a structured program to help parents modify their child's negative behaviors. The program is for parents to learn how to help their kids behave better, especially kids with ADHD. They will learn some ways to encourage good behavior and reduce difficult behavior.

What Is the Role of the Individuals With Disabilities Education Act (IDEA) in Classroom Interventions for ADHD Students?

The IDEA law makes sure students with ADHD get the right school support and help they need. Schools have to make plans (IEPs) that help students with ADHD. These plans should focus on the things students need in the classroom and in other areas.

How Do School-based Interventions Support Students With ADHD?

School-based interventions play a crucial role in supporting students with ADHD. There are ways that can help you in class, like sitting close to the teacher, using pictures to organize your day, and changing homework to make it easier. Explanation Teachers can help students with ADHD by using behavior management strategies, positive attention and giving them personal attention to succeed in both academics and social life.

How Can Classroom Interventions Address Challenging Behaviors in Students With ADHD?

Classroom interventions for students with ADHD aim to address challenging behaviors by providing structure, consistency, and positive reinforcement. Teachers promote good behavior by using charts, tokens, and clear rules. Students can improve their self-control by using strategies such as taking a break or regulating their own behavior.

What Are the Benefits of Incorporating Visual Aids?

Visual aids enhance the understanding and retention of information for ADHD students. Abstract concepts become easier to understand with visual aids. Using these aids helps students connect with the material and engage more easily.

How Can Teachers Promote Self-regulation Skills in Students With ADHD?

Promoting self-regulation skills helps students manage their behavior and emotions independently. Teachers can help you relax, remind you to check how you are doing, show you pictures to help you remember, give positive feedback, and praise you for good behavior.

How Can Teachers Support ADHD Students' Organizational Skills?

Teachers can help students with ADHD improve organizational and social skills. They can use things like checklists, classroom management, visual cues, and other tools to make it easier. Students can use these resources to be organized and improve the social skills needed to do well in school.

How Can Parents Support Their Child With ADHD in the Classroom?

Parents can help their child with ADHD by talking with them and their teachers, going to meetings, working together on behavior plans, keeping a regular schedule at home, and supporting their child's strengths and hobbies.

How Can Displaying Positive Behavior Benefit Children With ADHD?

Displaying positive behavior can have significant benefits for children diagnosed with ADHD. It helps improve their self-esteem, social interactions, and academic performance. Teachers and parents can help kids by reinforcing good behavior. This creates a healthy environment that helps the child feel better.

Is Medication the Only Solution for ADHD Students?

Medication is one of many potential interventions for ADHD students, but it is not the only solution. Classroom interventions, academic instruction, individualized accommodations, behavioral treatment, and supportive strategies all play crucial roles in helping ADHD students thrive.

Can ADHD Students Succeed Academically?

Yes, with the right support and academic interventions, ADHD students can absolutely succeed academically. By creating an inclusive and supportive environment, with school interventions tailored to their unique needs, ADHD students can reach their full potential.

What Role Do Parents Play in Supporting Their Child With ADHD in the Classroom?

Parents play an important role in supporting their children with ADHD in the classroom. Parents can talk to teachers about their child's needs, share successful strategies they use to support children at home, and work with the school to create an individual education plan or a plan for special help if their child has a disability. This collaboration ensures consistency in support between home and school environments.

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ADHD and classroom challenges

What teachers can do to help children with adhd, classroom accommodations for students with adhd, teaching techniques for students with adhd, teaching students with adhd.

Dealing with attention deficit hyperactivity disorder in the classroom? These tips for teachers can help you overcome common challenges and help kids with ADHD succeed at school.

If you’re a teacher, you know these kids: The one who stares out the window, substituting the arc of a bird in flight for her math lesson. The one who wouldn’t be able to keep his rear end in the chair if you used Krazy Glue. The one who answers the question, “What body of water played a major role in the development of the Ancient Egyptian civilization?” with “Mrs. M, do you dye your hair?”

Students who exhibit ADHD’s hallmark symptoms of inattention, hyperactivity, and impulsivity can be frustrating. You know the brainpower is there, but they just can’t seem to focus on the material you’re working hard to deliver. Plus, their behaviors take time away from instruction and disrupt the whole class.

Students with ADHD may:

• Demand attention by talking out of turn or moving around the room.
• Have trouble following instructions, especially when they’re presented in a list, and with operations that require ordered steps, such as long division or solving equations.
• Often forget to write down homework assignments, do them, or bring completed work to school.
• Often lack fine motor control, which makes note-taking difficult and handwriting a trial to read.
• Have problems with long-term projects where there is no direct supervision.
• Not pull their weight during group work and may even keep a group from accomplishing its task.

Think of what the school setting requires children to do: Sit still. Listen quietly. Pay attention. Follow instructions. Concentrate. These are the very things kids with attention deficit hyperactivity disorder (ADHD or ADD) have a hard time doing—not because they aren’t willing, but because their brains won’t let them. That doesn’t make teaching them any easier, of course.

Children and teens with ADHD often pay the price for their problems in low grades, scolding and punishment, teasing from their peers, and low self-esteem. Meanwhile, you, the teacher, feel guilty because you can’t reach the child with ADHD and wind up taking complaints from parents who feel their kids are being neglected in the classroom. But it doesn’t have to be this way. There are strategies you can employ to help students with ADHD overcome learning challenges, stay focused without disrupting others, and succeed in the classroom .

So how do you teach a kid who won’t settle down and listen? The answer: with a lot of patience, creativity, and consistency. As a teacher, your role is to evaluate each child’s individual needs and strengths. Then you can develop strategies that will help students with ADHD focus, stay on task, and learn to their full capabilities.

Successful programs for children with ADHD integrate the following three components:

• Accommodations: what you can do to make learning easier for students with ADHD.
• Instruction: the methods you use in teaching.
• Intervention: How you head off behaviors that disrupt concentration or distract other students.

Your most effective tool, however, in helping a student with ADHD is a positive attitude. Make the student your partner by saying, “Let’s figure out ways together to help you get your work done.” Assure the student that you’ll be looking for good behavior and quality work and when you see it, reinforce it with immediate and sincere praise. Finally, look for ways to motivate a student with ADHD by offering rewards on a point or token system.

Dealing with disruptive classroom behavior

To head off behavior that takes time from other students, work out a couple of warning signals with the student who has ADHD. This can be a hand signal, an unobtrusive shoulder squeeze, or a sticky note on the student’s desk. If you have to discuss the student’s behavior, do so in private. And try to ignore mildly inappropriate behavior if it’s unintentional and isn’t distracting other students or disrupting the lesson.

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As a teacher, you can make changes in the classroom to help minimize the distractions and disruptions of ADHD.

• Seat the student with ADHD away from windows and away from the door.
• Put the student with ADHD right in front of your desk unless that would be a distraction for the student.
• Seats in rows, with focus on the teacher, usually work better than having students seated around tables or facing one another in other arrangements.
• Create a quiet area free of distractions for test-taking and quiet study.

Information delivery

• Give instructions one at a time and repeat as necessary.
• If possible, work on the most difficult material early in the day.
• Use visuals: charts, pictures, color coding.
• Create outlines for note-taking that organize the information as you deliver it.

Student work

• Create worksheets and tests with fewer items, give frequent short quizzes rather than long tests, and reduce the number of timed tests.
• Test students with ADHD in the way they do best, such as orally or filling in blanks.
• Divide long-term projects into segments and assign a completion goal for each segment.
• Accept late work and give partial credit for partial work.

Organization

• Have the student keep a master binder with a separate section for each subject, and make sure everything that goes into the notebook is put in the correct section. Color-code materials for each subject.
• Provide a three-pocket notebook insert for homework assignments, completed homework, and “mail” to parents (permission slips, PTA flyers).
• Make sure the student has a system for writing down assignments and important dates and uses it.
• Allow time for the student to organize materials and assignments for home. Post steps for getting ready to go home.

Teaching techniques that help students with ADHD focus and maintain their concentration on your lesson and their work can be beneficial to the entire class.

Starting a lesson

• Signal the start of a lesson with an aural cue, such as an egg timer, a cowbell or a horn. (You can use subsequent cues to show how much time remains in a lesson.)
• Establish eye contact with any student who has ADHD.
• List the activities of the lesson on the board.
• In opening the lesson, tell students what they’re going to learn and what your expectations are. Tell students exactly what materials they’ll need.

Conducting the lesson

• Keep instructions simple and structured. Use props, charts, and other visual aids.
• Vary the pace and include different kinds of activities. Many students with ADHD do well with competitive games or other activities that are rapid and intense.
• Have an unobtrusive cue set up with the student who has ADHD, such as a touch on the shoulder or placing a sticky note on the student’s desk, to remind the student to stay on task.
• Allow a student with ADHD frequent breaks and let him or her squeeze a rubber ball or tap something that doesn’t make noise as a physical outlet.
• Try not to ask a student with ADHD perform a task or answer a question publicly that might be too difficult.

Ending the lesson

• Summarize key points.
• If you give an assignment, have three different students repeat it, then have the class say it in unison, and put it on the board.
• Be specific about what to take home.

More Information

• Attention-Deficit/Hyperactivity Disorder (AD/HD) - Tips and resources for teachers. (Center for Parent Information and Resources)
• In the Classroom: Ideas and Strategies for Kids with ADD and Learning Disabilities - Suggestions for teaching children with ADHD. (Child Development Institute)
• Motivating the Child with Attention Deficit Disorder - How ADHD symptoms interfere with classroom expectations and how to realistically motivate a child. (LD Online)
• Step-by-Step Guide for Securing ADHD Accommodations at School - Meeting your child’s educational needs with ADHD accommodations at school. (ADDitude)
• Contents of the IEP - Guide to developing an Individualized Education Program (IEP) with school staff to address your child’s educational needs. (Center for Parent Information and Resources)
• Neurodevelopmental Disorders. (2013). In Diagnostic and Statistical Manual of Mental Disorders . American Psychiatric Association. Link
• Teaching Children with Attention Deficit Hyperactivity Disorder: Instructional Strategies and Practices– Pg 1. (2008). [Reference Materials; Instructional Materials]. US Department of Education. Link
• Gaastra, G. F., Groen, Y., Tucha, L., & Tucha, O. (2016). The Effects of Classroom Interventions on Off-Task and Disruptive Classroom Behavior in Children with Symptoms of Attention-Deficit/Hyperactivity Disorder: A Meta-Analytic Review. PLOS ONE, 11(2), e0148841. Link
• CDC. (2019, November 7). ADHD in the Classroom . Centers for Disease Control and Prevention. Link

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Classroom Modifications for Children with ADHD or Concentration Issues

Improve Academic Performance for Students with ADHD or Who Have Trouble Concentrating in Class with These Tactics

Students with ADHD are capable of doing well in school, but neurological deficits prevent them from behaving appropriately and performing well in the classroom. Maintaining expected standards of behavior, such as sitting still, concentrating and listening to others, may be more challenging for children with ADHD. However, classroom modifications may help keep symptoms in check.

ADHD and School Staff: Tips for Working with Your Child’s Teachers

As a parent or guardian of a child with ADHD, you can play a key role in helping your child overcome the challenges of school. By working with your child’s teachers to create specific and realistic goals for your child, and discussing strategies to reduce some or all of his or her ADHD symptoms, you can put your child on the path to success.

Classroom Modifications for ADHD: Strategies for Managing Symptoms

Teachers can use a range of ADHD classroom tools to help manage a student’s symptoms and boost his or her performance in the classroom. Depending on your child's specific needs, these may include:

Eliminating distractions

• Seating student away from doors, windows and colorful displays
• Alternating seated activities with physical activities
• Displaying important information where student can easily see it
• Dividing complex tasks into manageable subtasks

Preventing chattering and interrupting

• Using a timer to set limits when students are taking turns in a group
• Regularly reminding student about the rules for interrupting and encouraging him or her to put a hand up to contribute to discussions
• Teaching student to stop and think before raising a hand in class
• Using a reward system so that students can earn privileges for behaving well

Reducing impulsivity

• Making simple, clear rules and displaying them in the classroom
• Creating a written schedule of activities for the day to help child feel more in control
• Recognizing good behavior and using specific praises

Fighting fidgeting

• Incorporating physical movement into lessons so that child can burn off excess energy in an appropriate way
• Providing child with a stress ball so that he or she can satisfy their urge to fidget without interrupting or distracting peers

Developing Good Habits for Following Directions

• Keeping instructions brief and clear
• Breaking down complex tasks into manageable subtasks
• Providing cues and prompts whenever student forgets the steps in the sequence

Giving Your Child the Best Chance of Success: Getting ADHD School Help

If the symptoms of ADHD are causing challenges for your child, requesting classroom help for ADHD will ensure that your child is able to overcome any barriers to success. If you find that even with these additional classroom tools your child is still struggling, you may need to look outside the classroom for help.  While once considered impossible, we now know that the brain can improve and change throughout a person’s lifetime. This phenomenon, called neuroplasticity, is at the heart of the Brain Balance Program. Our drug-free, integrated approach brings parents and kids together to achieve a common goal of improving the child’s focus and attention, leading to a more successful academic and personal life.

If you suspect your child has ADHD or has already been diagnosed with ADHD, contact us online or find a center near you to learn more about how the Brain Balance Program can help.

Enjoy These ADHD Related Articles A Homework System That Works for Students With ADHD Motivating Your ADHD Child Tools and Resources for Classroom Success for Kids with Learning Disabilities

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ADHD in the Classroom: Helping Children Succeed in School

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Children with attention-deficit/hyperactivity disorder (ADHD) experience more obstacles in their path to success than the average student. The symptoms of ADHD, such as inability to pay attention, difficulty sitting still, and difficulty controlling impulses, can make it hard for children with this diagnosis to do well in school.

To meet the needs of children with ADHD, schools may offer

• ADHD treatments, such as behavioral classroom management or organizational training;
• Special education services; or
• Accommodations to lessen the effect of ADHD on their learning.

Classroom Treatment Strategies for ADHD Students

There are some school-based management strategies shown to be effective for ADHD students: behavioral classroom management and organizational training. 1

Parents report that only about 1 in 3 children with ADHD receive behavioral classroom management. 2

The behavioral classroom management approach encourages a student’s positive behaviors in the classroom, through a reward systems or a daily report card, and discourages their negative behaviors. This teacher-led approach has been shown to influence student behavior in a constructive manner, increasing academic engagement. Although tested mostly in elementary schools, behavioral classroom management has been shown to work students of all ages. 1

Organizational training teaches children time management, planning skills, and ways to keep school materials organized in order to optimize student learning and reduce distractions. This management strategy has been tested with children and adolescents. 1

These two management strategies require trained staff—including teachers, counselors, or school psychologists—follow a specific plan to teach and support positive behavior.

The American Academy of Pediatrics (AAP) recommends that the school environment, program, or placement is a part of any ADHD treatment plan. AAP also recommends teacher-administered behavior therapy as a treatment for school-aged children with ADHD. You can talk to your child’s healthcare provider and teachers about working together to support your child.

Special Education Services and Accommodations

Most children with ADHD receive some school services, such as special education services and accommodations. There are two laws that govern special services and accommodations for children with disabilities:

• The Individuals with Disabilities Education Act (IDEA)
• Section 504 of the Rehabilitation Act of 1973

The support a child with ADHD receives at school will depend on if they meet the eligibility requirements for one of two federal plans funded by IDEA and Section 504: an individualized education program (IEP) or a 504 Plan.

What are the main differences between the two Plans?

IEPs provide individualized special education services to meet the unique needs of the child.

A 504 Plan provides services and changes to the learning environment to meet the needs of the child as adequately as other students. 3

Learn more about IEP and 504 Plans [PDF – 2.75 MB]

Accommodations

IEP and 504 Plans can offer accommodations for students to help them manage their ADHD, including:

• Extra time on tests;
• Instruction and assignments tailored to the child;
• Positive reinforcement and feedback;
• Using technology to assist with tasks;
• Allowing breaks or time to move around;
• Changes to the environment to limit distraction; and
• Extra help with staying organized.

Parents of children with ADHD report receiving more services through an IEP than through a 504 plan. 2

There is limited information about which types of accommodations are effective for children with ADHD. 3 However, there is evidence that setting clear expectations, providing immediate positive feedback, and communicating daily with parents through a daily report card can help. 4

What Teachers Can Do To Help

For teachers, helping children manage their ADHD symptoms can present a challenge. Most children with ADHD are not enrolled in special education classes, but do need extra assistance on a daily basis. The National Resource Center on ADHD provides information for teachers from experts on how to help students with ADHD.

Here are some tips for classroom success.

Communication

• Give frequent feedback and attention to positive behavior;
• Be sensitive to the influence of ADHD on emotions, such as self-esteem issues or difficulty regulating feelings;
• Provide extra warnings before transitions and changes in routines; and
• Understand that children with ADHD may become deeply absorbed in activities that interest them (hyper-focus) and may need extra assistance shifting their attention.

Assignments and Tasks

• Make assignments clear—check with the student to see if they understand what they need to do;
• Provide choices to show mastery (for example, let the student choose among written essay, oral report, online quiz, or hands-on project;
• Make sure assignments are not long and repetitive. Shorter assignments that provide a little challenge without being too hard may work well;
• Allow breaks—for children with ADHD, paying attention takes extra effort and can be very tiring;
• Allow time to move and exercise;
• Minimize distractions in the classroom; and
• Use organizational tools, such as a homework folder, to limit the number of things the child has to track.

Develop a Plan That Fits the Child

• Observe and talk with the student about what helps or distracts them (for example, fidget tools, limiting eye contact when listening, background music, or moving while learning can be beneficial or distracting depending on the child);
• Communicate with parents on a regular basis; and
• Involve the school counselor or psychologist.

Close collaboration between the school, parents, and healthcare providers will help ensure the child gets the right support.

Parent Education and Support

CDC funds the National Resource Center on ADHD (NRC), a program of Children and Adults with Attention Deficit/Hyperactivity Disorder (CHADD). The NRC provides resources, information, and advice for parents on how to help their child. Learn more about their services.

How to best advocate for your child

• Understand your child’s diagnosis, how it impacts their education, and what can be done at home to help.
• Understand your child’s IEP. If you have questions, don’t be afraid to ask.
• Speak with your child’s teacher.
• When possible, obtain written documentation from teachers, administrators, or other professionals working with your child.
• Know your rights.
• Play an active role in preparing your child’s IEP or 504 Plan.
• Keep careful records, including written documentation, communication between home and school, progress reports, and evaluations.
• Try to maintain a good working relationship with the school while being a strong advocate for your child.
• Communicate any concerns you may have about your child’s progress or IEP or 504 Plan.
• Encourage your child every day, and work with your child to create a system to help with homework and other school projects. 5

What every parent should know

• School support and services are regulated by laws. The U.S. Department of Education has developed a “Know your rights” letter for parents [PDF – 181 KB] and a resource guide for educators [PDF – 956 KB]  to help educators, families, students, and other interested groups better understand how these laws apply to students with ADHD so that they can get the services and education they need to be successful.
• Healthcare providers play an important part in collaborating with schools to help children get the special services they need. Read more about the role of healthcare providers in assisting children with special needs .

More Information

• Supporting Social and Emotional Learning in School
• Learn more about education services and accommodations.
• Learn more about how to help a child with attention and learning issues.
• ADHD Toolkits for Parents and Educators
• Effective child therapy: ADHD
• The National Resource Center on ADHD.
• Evans S, Owens J, Bunford N. Evidence-based psychosocial treatments for children and adolescents with attention-deficit/hyperactivity disorder. Journal of Clinical Child & Adolescent Psychology 2014 ; 43(4):527-551 [ Read overview ]
• DuPaul GJ, Chronis-Tuscano A, Danielson ML, Visser SN . Predictors of receipt of school services in a national sample of youth with ADHD. Journal of Attention Disorders Published online December 10, 2018. [ Read summary ]
• Harrison JR, Bunford N, Evans SW, Owens JS. Educational accommodations for students with behavioral challenges: A systematic review of the literature. Review of Educational Research 2013;83(4):551-97.
• Moore DA, Russell AE, Matthews J, Ford TJ, Rogers M, Ukoumunne OC, et al. School-based interventions for attention-deficit/hyperactivity disorder: A systematic review with multiple synthesis methods. Review of Education. Published online October 18, 2018.
• https://chadd.org/for-parents/individuals-with-disabilities-education-act/

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Empowering Learners: Differentiating the curriculum for students with ADHD

Blog by   Dolly Bhargava

Blog by   Dolly Bhargava & Tony Jones

• Behaviour Help Blog
• Positive Behaviour Support
• Empowering Learners:…

Explore effective strategies for differentiating curriculum for students with ADHD. This comprehensive guide covers key techniques such as multisensory instruction, active learning, task chunking, visual organisation, individualised support, and more. Gain insights into creating an inclusive and supportive learning environment for students with ADHD.

In a diverse environment like a classroom, every child brings a unique blend of strengths, interests, and challenges. Among these learners, students with Attention-Deficit Hyperactivity Disorder (ADHD) present a distinctive profile marked by intense energy, creativity, and a pattern of attention that diverges from the norm.

Their learning journey, however, may be dotted with roadblocks that can impair their academic progress. The traditional 'one-size-fits-all' approach to education often fails to address their specific needs, leading to disengagement and underachievement.

Recognising and accommodating these differences through a differentiated curriculum can unleash the true potential of students with ADHD, transforming learning challenges into opportunities for growth.

The goal of differentiation is not merely about making learning 'easier', but about making it more accessible, engaging, and meaningful for every student.

This article delves into evidence-based strategies for differentiating curriculum for students with ADHD. From multisensory instruction and active engagement to flexible learning environments and individualised support, we'll explore how educators can effectively adapt their teaching practices to meet the unique needs of students with ADHD.

Whether you're an educator, parent, or caregiver, this comprehensive guide aims to equip you with practical insights and techniques to nurture the academic success of learners with ADHD.

What is ADHD? A succinct definition:

Attention-Deficit/Hyperactivity Disorder (ADHD) is a neuro-developmental disorder characterised by persistent patterns of inattention, hyperactivity, and impulsivity that interfere with functioning or development. It's typically diagnosed in childhood but can continue into adulthood.

The student with ADHD may have difficulty paying attention to details, trouble staying focused on tasks or activities, become forgetful and frequently lose things. Hyperactivity and impulsivity can manifest as restlessness, excessive talking, difficulty waiting one's turn and acting without considering the consequences.

ADHD affects each individual differently, impacting various aspects of life, including academic performance, social interactions, and self-esteem. With appropriate support and strategies, however, individuals with ADHD can successfully navigate these challenges and thrive in their personal and professional lives.

To learn more about ADHD, visit our ADHD Factsheet , look at our online course to support ADHD , or consider Dolly Bhargava’s book ‘ Positive Behaviour Support Strategies for Students with Attention Deficit Hyperactivity Disorder ’.

How to adapt the curriculum for students with ADHD

When differentiating curriculum for students with ADHD, the goal is to tailor the learning environment and instructional strategies to accommodate their specific needs and support their academic success.

There are nine key strategies that can be helpful in differentiating the curriculum for students with ADHD:

1. Provide clear and structured instructions

Students with ADHD often thrive in an environment that is predictable and well-structured. Such an environment can reduce anxiety and confusion, helping them focus on their learning more effectively. Here are some practical ways to implement this strategy:

Consistent Routines and Schedules : Establishing and maintaining consistent routines provides a sense of order and predictability. Start the day with a clear overview of what will happen, ensuring students understand the sequence of activities. Use visual schedules that illustrate the day's tasks and events, and place them where they can be easily seen. Regular routines can help students with ADHD anticipate what's next, reducing feelings of anxiety and uncertainty (Mulligan, 2001).

Clear Expectations : It's crucial to communicate your expectations clearly and consistently. Whether it's behavior during group work or the criteria for a writing assignment, ensure students understand what is expected of them. Use simple, direct language, and consider providing written instructions as a reference. Regularly revisit these expectations, and provide positive reinforcement when they are met.

Visual Cues : Visual aids can be incredibly helpful for students with ADHD, aiding comprehension and memory. Use diagrams, charts, or pictures to explain new concepts. For multi-step instructions, a visual step-by-step guide can help students follow along and check their progress. Visual cues can also be used to signal transitions between activities, helping students prepare for the change.

Checklists and Organisers : These tools can greatly enhance a student's ability to stay organized and manage their time. For a complex project, provide a checklist that breaks down the task into smaller, manageable steps. Daily or weekly planners can help students plan their tasks and homework. For younger students, consider using a homework folder where all assignments are kept, reducing the chance of lost work (Pfiffner, 2014).

By providing clear and structured instructions, teachers can support students with ADHD in developing critical executive functioning skills, including organization, planning, and time management. These strategies not only help students with ADHD navigate their schoolwork more effectively but also equip them with skills that are invaluable in daily life.

2. Provide Multi-sensory Learning

Multi-sensory learning is an effective approach for students with ADHD. By engaging multiple senses, it enhances focus, comprehension, and retention. It can also make learning more interactive and fun, enhancing students' motivation and engagement. Here are some ways to incorporate multi-sensory learning into your curriculum:

Visual Learning : Utilise visual aids such as diagrams, infographics, charts, or mind maps to explain complex ideas or concepts. Visuals can help students with ADHD to better understand and retain information, as well as make connections between different pieces of knowledge. Also consider using colour-coded notes or highlighters to organise information and aid recall (Remata & Lomibao, 2021).

Auditory Learning : Incorporate auditory elements into your teaching. This could involve reading aloud, using songs or rhymes, or incorporating educational audio clips or podcasts. Encourage students to participate in discussions, share their ideas, and ask questions. Allowing them to verbalise their thoughts can aid comprehension and memory.

Kinaesthetic Learning : Engage students physically in the learning process. This could involve hands-on experiments in science, manipulatives in math, or acting out scenes in literature. Incorporate movement and physical activity into lessons wherever possible. For example, you might use a "move and learn" approach, where students perform a physical activity while learning (for example, jumping rope while reciting multiplication tables).

Interactive Technology : Use technology to make learning more interactive. This could involve educational software, online quizzes, or digital art projects. Interactive technology can be particularly engaging for students with ADHD, providing immediate feedback that can enhance learning (Lomibao & Tabor, 2023).

Tactile Learning : Involve the sense of touch. This could be through craft projects, building models, or using textured materials. Tactile learning can help students with ADHD to focus and engage more deeply with the material (Kaldonek-Crnjakovic, 2020).

By engaging multiple senses, multi-sensory learning can provide multiple "paths" to understanding. It also allows you to cater to diverse learning styles within your classroom, enhancing accessibility and inclusion. Above all, it can make learning a more dynamic, engaging, and enjoyable experience for students with ADHD.

3. Provide Opportunities for Active Learning

Active learning refers to a broad range of teaching strategies that engage students directly in the learning process. Instead of passively receiving information, students are actively involved in constructing knowledge through doing and reflecting. This can be particularly beneficial for students with ADHD, who may struggle with traditional, lecture-based teaching methods. Here are some ways to incorporate active learning into your curriculum:

Hands-On Activities : Encourage students to 'learn by doing'. This could involve labs in science, creating models in social studies, or manipulating objects in math. These activities can help students connect abstract concepts to real-world applications, enhancing comprehension and retention (Pfeifer et al., 2023).

Group Work : Collaborative learning can provide opportunities for social interaction and enhance students' engagement. It allows students to learn from each other, build teamwork skills, and deepen their understanding through discussion and collaboration. However, ensure that the groups are well-managed and structured to avoid potential distractions or conflicts.

Discussions : Facilitate regular class discussions or debates. These can be used to explore different perspectives, deepen understanding, and stimulate critical thinking. For students with ADHD, participation in discussions can also enhance their listening and speaking skills. You could use a variety of formats, from whole-class discussions to pair-and-share activities.

Incorporating Movement : Given the hyperactive nature of some students with ADHD, integrating movement into lessons can be a highly effective strategy. This could involve physical activities related to the lesson (such as acting out a scene from a book), or simply allowing students to move around the classroom during certain tasks. Regular 'brain breaks' that involve physical movement can also be beneficial.

Project-Based Learning : This involves students working on complex tasks or projects over an extended period. By driving their own learning, students can develop critical thinking, problem-solving, and self-management skills. For students with ADHD, the practical and interactive nature of project-based learning can be highly engaging.

While active learning can be beneficial for many students with ADHD, it's important to remember that not all students may respond positively to these strategies. It's crucial to monitor student progress, seek feedback, and adjust your teaching methods as needed. A supportive and flexible approach can help ensure that active learning opportunities are effective and inclusive for all students.

4. Provide shorter tasks and frequent breaks

Students with ADHD often struggle with sustained focus and can become overwhelmed by large, complex tasks. By breaking down tasks and providing regular breaks, you can help them manage their workload more effectively and maintain focus over time. Here's how to implement this strategy:

Chunking Tasks : Break down larger tasks or assignments into smaller, manageable parts (Delaney & Farley, 2016). This makes the task seem less overwhelming and allows the student to focus on one piece at a time. For example, a writing assignment could be broken down into brainstorming ideas, writing a first draft, revising, and then editing.

Bite-sized Information : Similarly, present new information in bite-sized chunks rather than overwhelming students with a lot of information at once. For example, instead of explaining an entire mathematical process at once, explain and demonstrate one step at a time. This can help students with ADHD to understand and remember new information more effectively (Iseman et al., 2021).

Regular Breaks : Provide regular short breaks during lessons to help students recharge and refocus (Ofiesh et al., 2015). These can be 'brain breaks' that involve a quick physical activity, or simply some free time for students to relax. The Pomodoro Technique, where work is broken up into intervals (e.g., 25 minutes of work followed by a 5-minute break), can be a helpful strategy.

Steady Pace : Maintain a steady pace during instruction to sustain students' attention and focus (Barnett, 2017). Avoid rushing through the material, as this can lead to confusion and anxiety. At the same time, be mindful not to move too slowly, as this can lead to boredom and loss of focus. Regularly check for understanding and adjust your pace as needed.

By providing shorter tasks and frequent breaks, you can cater to the attention patterns of students with ADHD and help them manage their workload more effectively. Remember, the goal is not to lower academic expectations, but to make the learning process more manageable and effective for these students. Regularly review and adjust your strategies based on the student's progress and feedback.

5. Provide Visual Organisation

Visual organization refers to the use of visual tools and strategies to help students understand and navigate their learning environment. This can be particularly helpful for students with ADHD, who often struggle with organization and time management. Here are some ways to implement visual organization in your classroom:

Visual Schedules : Use visual schedules to outline the day's activities or the steps for a specific task (Mulligan, 2001). For younger students, these schedules could use pictures or symbols, while for older students, a written list or timeline might be more appropriate. Visual schedules can help students with ADHD understand what's expected, sequence their tasks, and manage their time more effectively.

Clear Expectations : Use visual aids to clearly communicate your expectations for behavior, tasks, or assignments. For example, you might use a poster to display classroom rules, or a rubric to outline the criteria for a project. Visual cues can help reinforce verbal instructions and provide a clear reference for students.

Visual Organisers : These tools can be especially beneficial for tasks that require organization and planning. For example, a graphic organiser can help a student plan their writing, while a checklist can guide them through a multi-step task. These tools can provide a visual roadmap for the task and help students track their progress (Pfiffner, 2014).

Visual Timers : These can help students understand the passage of time and how long they have to complete a task. This can be particularly beneficial for students with ADHD, who often struggle with time management. A visual timer could be a traditional clock, an hourglass, or a digital timer that shows the countdown.

Colour-Coding : Use colour-coding to help students organise their materials and information. For example, different subjects could be associated with different colours, or important information in a text could be highlighted in specific colours. This can help students quickly locate what they need and understand connections between pieces of information.

Workspaces : Visual organization can also extend to the physical environment. Ensure that students have a designated space for their belongings and that classroom resources are clearly labeled and easily accessible. A neat and organised classroom can reduce distractions and help students focus on their learning.

In conclusion, visual organization strategies can be highly beneficial for students with ADHD. They can provide a clear structure, guide students' work, and reduce the cognitive load associated with organization and planning. By implementing these strategies, you can support students' executive functioning skills and help them become more independent learners.

6. Provide Individualised Support

In the context of education, individualised support refers to tailoring instructional strategies and resources to meet the unique needs of each student. This approach recognises that every student is different and that 'one-size-fits-all' teaching methods may not be effective for all learners. For students with ADHD, individualised support can be particularly crucial for their academic success. Here are some ways to provide individualised support:

Understanding Student Needs : The first step to providing individualised support is to understand the student's unique needs and challenges. This could involve discussions with the student, their parents, or other professionals involved in their care. Diagnostic assessments can also provide valuable insights into a student's strengths, weaknesses, and learning preferences (Ness & Middleton, 2012).

Accommodations : These are adjustments to how a student learns. For students with ADHD, accommodations could include preferential seating (such as sitting at the front of the classroom or away from distractions), extended time for assignments or tests, breaks during work periods, or the use of fidget tools.

Modifications : These are changes to what a student is expected to learn or how they're assessed. For example, a student with ADHD might be given an alternative assignment that covers the same content but in a way that better suits their learning style. This could involve creating a visual presentation instead of a written report, or demonstrating their understanding through a hands-on project.

Assistive Technology : This involves the use of technology to support a student's learning. For students with ADHD, this could include tools that help with organization (such as digital calendars or task managers), apps that block digital distractions, or text-to-speech software that helps with reading.

Differentiated Instruction : This involves tailoring your teaching methods to suit the student's learning style. For example, if a student learns best through visual information, you could use more diagrams, videos, or visual organisers in your teaching. If a student needs more active engagement, you could incorporate more hands-on activities or movement into your lessons.

By providing individualised support, you can help students with ADHD navigate their unique challenges and harness their potential. However, it's crucial to monitor the effectiveness of these strategies and adjust them as needed. Regular communication with the student, their parents, and other professionals can help ensure that the support provided is both effective and respectful of the student's needs.

7. Provide Timely Feedback

Regular feedback and reinforcement are critical in maintaining and improving a student's academic performance, particularly for students with ADHD who may struggle with self-motivation and self-esteem. Here's a detailed explanation of how this can be implemented:

Ongoing Feedback : Provide students with ADHD timely and frequent feedback about their academic performance (Braude & Dwarika, 2020). Feedback should be specific, constructive, and focused on their efforts rather than just the outcome. For example, instead of saying "Good job," you might say, "I noticed how hard you worked on your math problems, especially the difficult ones. That's a great effort!"

Positive Reinforcement : Reinforce positive behavior and academic achievements by praising students or providing rewards. This can motivate students and encourage them to continue their efforts. The reinforcement should be immediate and tied directly to the behavior you wish to encourage. For instance, if a student has shown improvement in turning in their homework on time, recognise this achievement with a positive note or a small reward.

Self-Esteem Boost : Recognition of efforts and progress can significantly boost students' self-esteem. Celebrate small victories, and remind students that everyone learns at their own pace and it's okay to make mistakes. Encourage a growth mindset, the belief that abilities can be developed through dedication and hard work.

Regular Communication with Parents : Maintaining regular communication with parents or guardians is essential. Share updates about the student's progress, challenges they are facing, and strategies that are working well. Parents can reinforce the same messages at home, ensuring consistency and continuity in the student's support system. This could be achieved through parent-teacher meetings, email updates, or a shared communication log.

Self-Monitoring : Teach students to monitor their own behavior and progress. This can be done through checklists, progress charts, or self-rating scales. Self-monitoring can increase self-awareness, self-control, and responsibility.

Peer Feedback : Encourage students to give and receive constructive feedback to and from their peers. This not only fosters a collaborative learning environment but also helps students learn to value different perspectives.

Incorporating regular feedback and reinforcement into your teaching strategy can be a powerful tool to motivate students with ADHD and encourage them to be more engaged in their learning process. It's important to make this feedback and reinforcement a consistent part of your teaching routine and adjust as necessary based on each student's unique needs and responses.

8. Provide Flexible Assessment Methods

Flexible assessment methods are approaches that vary in format, style, and conditions to cater to the diverse needs, preferences, and strengths of students. For students with ADHD, traditional assessments like written exams can pose challenges, such as difficulty maintaining focus over extended periods or struggles with handwriting speed and legibility. Here's how flexible assessment methods can be implemented:

Oral Presentations : Oral presentations allow students to communicate their understanding verbally rather than in written form. This can be beneficial for students with ADHD who may struggle with written tasks. Providing the option to present their knowledge orally can cater to these students' strengths, potentially boosting their confidence and engagement with the material. It's important, however, to ensure students are well-prepared and comfortable with presenting in front of others.

Multimedia Presentations : With the rise of digital technology in education, multimedia presentations have become a viable assessment option. Students can use slideshows, videos, audio recordings, digital art, or interactive elements to convey their understanding. For students with ADHD, creating a multimedia presentation can be engaging and allows them to express their creativity. This approach also caters to the student's potential strengths in visual learning and digital literacy.

Traditional Exams with Accommodations : Traditional exams may still be necessary in certain situations. In such cases, consider making accommodations for students with ADHD. These could include providing extra time, allowing breaks, providing a quiet and distraction-free location, or allowing the use of assistive technology.

Project-Based Assessments : These assessments allow students to demonstrate their knowledge through hands-on projects. This method can be particularly effective for students with ADHD, as it allows for active engagement, creativity, and the application of knowledge in a more practical and relevant manner.

Portfolio Assessments : Portfolio assessments involve the collection of students' work over a period of time. This can provide a more holistic picture of a student's progress and capabilities, compared to a single test. For students with ADHD, portfolios can show growth over time and also highlight strengths that might not be apparent in traditional assessments.

Peer and Self-Assessment : Encourage students to evaluate their own and each other's work. This can promote critical thinking and self-reflection skills. It's important to provide clear criteria for these assessments and guide students on how to provide constructive feedback.

Incorporating flexible assessment methods in your teaching can accommodate the varied needs of students with ADHD, allowing them to demonstrate their learning in ways that best suit their abilities and strengths. As always, the choice of assessment should align with the learning objectives and be adapted based on the student's progress and feedback.

9. Provide Emotional and Behavioural Support

Supporting the emotional and behavioural needs of students with ADHD is just as important as addressing their academic needs. This can foster a positive learning environment, reduce behavioural issues, and promote their overall wellbeing. Here's how emotional and behavioural support can be implemented:

Teaching Self-Regulation Strategies : Self-regulation involves managing one's behavior, emotions, and thoughts that lead to improved social interactions and learning. Teach students with ADHD techniques such as deep breathing, mindfulness, and visualisation to manage their emotions and impulses. Other strategies may involve setting personal goals, tracking behavior, and self-reflection.

Expressing Emotions Appropriately : Provide opportunities for students to express their feelings in a safe and supportive environment. This can be facilitated through one-on-one conversations, group discussions, or activities such as role-play or art. Teaching emotional vocabulary and social-emotional learning (SEL) skills can help students articulate their emotions better and understand others' feelings.

Encouraging Self-Advocacy Skills : Self-advocacy involves understanding one's strengths and weaknesses, knowing one's rights, and being able to communicate these effectively. Teach students with ADHD how to express their needs appropriately and ask for help when needed. Role-playing scenarios can be a useful tool for practicing these skills.

Promoting a Positive Mindset : Foster a positive, growth-oriented mindset in students. Encourage them to see challenges as opportunities for learning and growth rather than as failures. Celebrate individual achievements, no matter how small, and remind students that everyone's learning journey is unique and it's okay to learn at their own pace.

Behavioural Interventions : Implement behavioural interventions as needed, such as Behavior Contracts, Token Economy systems, or a Response Cost system where privileges are lost for inappropriate behavior. Always involve the student in the process, discussing why certain behaviours are inappropriate and exploring better alternatives.

Counseling and Support Services : Some students with ADHD may benefit from working with a school counsellor or psychologist. These professionals can provide additional emotional and behavioural support, teach coping strategies, and help address any underlying issues that may be affecting the student's behavior or emotional wellbeing.

By providing emotional and behavioural support, teachers can help students with ADHD better manage their emotions and behavior, which can in turn improve their academic performance and overall school experience. As with all strategies, it's important to continually assess and adjust these supports based on the student's changing needs and responses.

In conclusion, differentiating curriculum for students with ADHD involves a multifaceted approach that addresses their academic, emotional, and behavioural needs. Key strategies include providing clear and structured instructions, using multi-sensory learning techniques, promoting active engagement, implementing chunking and pacing of tasks, organising the learning environment visually, offering individualised support, giving regular feedback and reinforcement, using flexible assessment methods, and providing emotional and behavioural support.

Remember that each student with ADHD is unique. The effectiveness of these strategies can vary, and it is crucial to continuously assess and adjust them based on each student's needs and progress. By fostering a supportive and accommodating learning environment, we can help students with ADHD to reach their full academic potential and enhance their overall school experience.

Collaboration with parents and other professionals involved in the student's education is also vital in ensuring consistency and continuity in the support provided. Together, we can make a significant difference in the lives of students with ADHD, promoting not just their academic success, but their social and emotional well-being as well.

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IEP Planning: Accommodations & Modifications

At a glance.

Accommodations

Accommodations allow a student to complete the same tasks as their non-LD peers but with some variation in time, format, setting, and/or presentation. The purpose of an accommodation is to provide a student with equal access to learning and an equal opportunity to show what he knows and what he can do.

Accommodations are divided into four categories:

• Variations in time : adapting the time allotted for learning, task completion, or testing
• Variation of input : adapting the way instruction is delivered
• Variation of output : adapting how a student can respond to instruction
• Variation of size : adapting the number of items the student is expected to complete

Common examples of accommodations  include extended time  to complete assignments, provision of notes or outlines, untimed tests, and reduced number of test questions.

Modifications

Unlike accommodations, which do not change the instructional level, content, or performance criteria, modifications alter one or more of those elements on a given assignment. Modifications are changes in what students are expected to learn, based on their individual abilities.

Examples of modifications  include use of alternate books, pass/no pass grading option, reworded questions in simpler language, daily feedback to a student.

• Can your child participate in the activity in the same way as her peers?
• If not, can she do the same activity with adapted materials?
• If not, can she do the same activity with adapted expectations and materials?
• If not, can she accomplish the goals of the lesson by working with a partner or small group?
• If not, can she do the same activity with intermittent assistance from an adult?
• If not, can she do the same activity with direct adult assistance?
• If not, can she do a different, parallel activity?

Eve Kessler, Esq., a criminal appellate attorney with The Legal Aid Society, NYC, is co-founder of SPED*NET Wilton and a Contributing Editor of Smart Kids.

Related Smart Kids Topics

• Examples of Accommodations & Modifications
• Extended Time: Is It Right for Your Child

Classroom Modifications for Students with ADD/ADHD

1. Make sure your child has an "advantageous" seating location. This may not always mean placing her in the front and center of the classroom. Her teacher needs to find the most productive "fit" for your child.

2. Provide an individualized, written schedule that your child can refer to when needed.

3. Assign your child a "study buddy" if he needs one-on-one attention to complete assignments.

4. Stabilize the school environment as much as possible, making sure that school supplies are in the same location each day.

5. Provide a second set of textbooks for your child to keep at home.

6. Consider keeping your child in the same classroom all day or moving her learning environment as necessary, depending on her needs.

7. Provide technological accommodations such as a laptop computer. This might lessen your child's tendency to lose papers.

8. Appoint a single person, such as an instructional aid, to whom your child reports to for help.

The medication question Sometimes, modifying your child's school environment does not work and he continues to fall further behind. At this point, it may be necessary to consider Ritalin or other medication for ADD/ADHD. If you decide to use medication, Ms. Jorgensen recommends that a team should be implemented to gauge your child's new productivity levels. Team members should include you and your child's teachers, along with a doctor's close supervision. This process helps ensure an appropriate dosage of the medication and an individualized schedule for your child.

This medical strategy, coupled with environmental controls and solid teaching practices, often yields compelling results. Although the use of Ritalin is not always necessary, for some children it is the difference between learning and failing.

Ms. Jorgensen is a special education teacher in the Arlington County Schools in Virginia. These tips were excerpted from her testimony before Congress on the use of Ritalin to help students with ADD/ADHD.

Source: Adapted from "Advocacy in Action" and "Classroom Modifications for Students with ADD/ADHD" published by the Council for Exceptional Children in CEC Today, June/July 2000.

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5 Ways to Modify Writing Assignments

5 ways teachers can modify writing and note-taking assignments for adhd students..

Completing written work and homework on time is one of the biggest challenges students with attention deficit disorder (ADD ADHD) face. In fact, over 50 percent have difficulty with written expression because of limited working memory, low processing speed, fine motor difficulties, or another problem.

But teachers who are willing to be creative with written assignments and note-taking-without diluting the material-can help students excel. Here are several strategies to consider:

1. Assign fewer problems or questions.

Math homework can be a real challenge. Teachers might modify assignments so that a student is required to do only every second or third problem. In the classroom or for homework, some students may benefit from photocopying math, science, or history pages from their textbooks, and filling in the blanks instead of writing out the whole problems or sentences.

2. Streamline note-taking.

If an ADHD student is distracted by the note-taking process, he’ll have trouble focusing on what is being said in class. One solution is to ask a student who excels in the subject to take notes for the whole class, having him draw stars near the important themes of the lesson. Then make copies for any students who need notes. Another strategy is to provide direction to students who are frantically trying to take down every word you say. Make a point of frequently saying, “Now this is really important-write it down!”

3. Allow dictation.

Researchers have found that the quality and length of reports and essays improved when students spoke them into a tape recorder. Instead of having a student write a paper, allow him to dictate his material to a parent or friend, who can type it up.

4. Get creative with reports.

Develop an assignment “menu” that offers creative, active assignments, not just written ones. One language arts teacher allowed her students to film themselves acting out two or three favorite scenes or baking a cake that was described in the written material. Other creative activities include building a model or calling up an official-at NASA, say-for an opinion on the topic.

5. If students are in a crisis, cut them some slack.

If the child seems to understand the basic concept of the lesson, accept unfinished class work on occasion. Piling work onto an already heavy load of homework assignments can cause a student to under perform-or worse. ADHD students may be so overwhelmed by overdue schoolwork that they give up because they feel they’ll never catch up.

For Teachers: Read These Next

Famous People with Dyslexia, Dyscalculia & Other Learning Differences

9 Things I Wish the World Knew About My Students’ ADHD

A Teacher’s Guide to NVLD: How to Support Students with Nonverbal Learning Disability

Twice the Challenge: Getting the Right Diagnosis

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Section 504 Accommodations for Students With ADHD

What Is a 504 Accommodation Plan?

Aron Janssen, MD is board certified in child, adolescent, and adult psychiatry and is the vice chair of child and adolescent psychiatry Northwestern University.

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• Section 504 and IDEA
• Developing a 504 Plan
• Available Accommodations

Students with ADHD are eligible for services and an individual accommodation plan under Section 504 if they have significant difficulty learning in school due to ADHD impairments.

Once it is determined that a student is eligible for services, the next step is to develop a 504 Plan which often includes a written list of specific accommodations, supplementary aids, and related services that will be provided to the student in school.

The purpose of these accommodations is to ensure that the individual educational needs of the student with disabilities are met as adequately as the needs of those students without disabilities.

Section 504 and IDEA for ADHD Students

There are actually two federal laws that address the educational needs of students with disabilities—Section 504 of the Vocational Rehabilitation Act of 1973 (or simply Section 504) and the Individuals with Disabilities Education Act (also known as IDEA).

Section 504 and IDEAguarantee that students with disabilities have access to a free and appropriate public education (FAPE) that is comparable to the education available to non-disabled students.

The definition of a disability is much broader under Section 504 than under IDEA, so more students tend to be eligible for services under Section 504.

Most students with a 504 Plan are served in the general education classroom. Often these are the students who have milder impairments and do not need the intensity of special education but could benefit from extra supports, accommodations, academic and behavioral adjustments, and modifications in the regular educational curriculum. This includes extended times on tests for students with ADHD.

A 504 Plan also tends to be a much faster, easier procedure for obtaining accommodations and supports since IDEA has stricter eligibility criteria and regulations.

Both laws require the placement of a child with disabilities in the least restrictive environment. IDEA requires an individualized educational plan (IEP) with educational goals for the student and specifically designed special education, instruction, and related services that the school is responsible for providing in order to help the student reach those goals.

Section 504 does not require a written IEP, but it does require a plan of reasonable services and accommodations for the student with disabilities.

Developing a 504 Accommodation Plan for ADHD

The first step in developing a 504 Plan is to identify how the student's disability is affecting learning and impairing academic performance and then to determine the specific instruction supports and accommodations that are necessary. These accommodations should significantly reduce or eliminate the effects of a student's disability in the educational setting.

Symptoms of ADHD can affect each person in quite varying ways, and so a 504 Plan must be tailored to her individual strengths, learning style, behavioral challenges, and educational needs. Chris Zeigler Dendy, M.S., is a highly regarded expert in the ADHD and education field. She is also the author of "Teaching Teens With ADD, ADHD, and Executive Function Deficits."

In addition to inattention, Dendy identifies several areas that can be challenging for students with ADHD in the educational setting including:

• Deficits in working memory : Memory skills that are essential for writing essays, doing complex math problems, and understanding what they read
• Disorganization : Losing things, disorganized notebooks, backpacks, and lockers, forgetfulness
• Impaired sense of time : Often late, don't manage time well, difficulty getting started and finishing tasks
• Planning deficits : Difficulty analyzing, problem-solving, synthesizing and implementing a plan
• Slow reading and writing : Produce less written work, read less material
• Trouble controlling emotions : More likely to speak impulsively or "blow up," difficulty using "self-talk" to control behavior
• Undiagnosed coexisting conditions : Such as learning disabilities or depression that make it more difficult to learn  

If your child is experiencing any of these learning challenges, it is important that they are addressed in their 504 Plan. Also, keep in mind that approximately 25 to 50% of students with ADHD may also have a specific learning disability. Common learning disabilities seen alongside ADHD include disabilities in reading, math, spelling, and written expression .

Accommodations Available to Qualified Students

These accommodations are often helpful for students with ADHD. Your child's 504 Plan might include some of these.   Depending on a student's individual needs related services may include speech, occupational therapy, physical therapy, assistive technology, counseling, as well as training in study strategies, organizational skills, and time management.

Classroom Modifications for ADHD Students

The types of modifications available for students with ADHD include adjustments to testing format and delivery. Students may be permitted the following, for example:

• use of a calculator
• chunking or breaking down tests into smaller sections to complete
• breaks between sections
• a quiet place to complete tests
• multiple-choice, or fill in the blank test format instead of an essay

Modifications in the classroom and homework assignments may include shortened assignments to compensate for the amount of time it takes to complete, extended time to complete assignments, reduced amount of written work, or breaking down assignments and long-term projects into segments with separate due dates for completion of each segment.

Students may also be allowed to dictate or tape-record responses, use a computer for written work, or do oral reports or hands-on projects to demonstrate the learning of the material.

Teaching methods may be modified to provide multisensory instruction, visual cues, and hands- onities, highlight or underline important parts of a task, cue student in on key points of the lesson, or provide guided lecture notes.

Outlines and study guides may be offered, along with reductions in the demands on memory, teaching memory skills such as mnemonics, visualization, oral rehearsal, and repetitive practice, use books on tape, assistance with organization, prioritization, and  problem-solving .

Class schedules may also be adjusted by scheduling those classes that require most mental focus at the beginning of school day, adding in regular breaks for the student throughout the day to allow for physical movement and "brain rest," or adjustments to the nonacademic time.

Adjustments to grading, like modifying weight given to exams, breaking test down into segments, and grading segments separately, partial credit for late homework with full credit for make-up work may also be appropriate.

Added Support for Students with ADHD

Preferential seating that's away from distractions—away from the door, window, pencil sharpener or distracting students, near the teacher, or a quiet place to complete schoolwork or tests can be helpful.

Seating the student by a good role model/classroom "buddy" and appointing "row captains" or "homework buddies" who remind students to write down assignments and who collect work to turn in to the teacher should also be considered.

Students should be offered assistance with note-taking, providing the student with a copy of class notes, peer assistance with note-taking, audio taping of lectures.

For distracted students, one-on-one tutoring and organizational assistance (including teacher/school representative meeting with the student at the end of each class or end day to check that homework assignments are written completely in homework notebook and needed books are in the backpack, providing organizational folders and planners, color coding) can make a big difference.

It's important to note that students with ADHD may require extended time for testing, especially those students who tend to retrieve and process information at a slower speed. The use of positive behavior management strategies (including frequent monitoring, feedback, prompts, redirection, and reinforcement) can help students maintain positive motivation.

Teachers should provide clear and simple directions for homework and class assignments by repeating directions, posting homework assignments on the board, and supplementing verbal instructions with visual/written instructions. An extra set of books for the student to keep at home, along with highlighted textbooks and workbooks will help ADHD students stay on task.

Setting up a system of communication (such as a notebook for a weekly progress report, regular emails, or phone calls) between the parents and teacher/school representative helps keep everyone informed about the student's progress or difficulties. Parents should also be notified of homework and project assignments and due dates so they can follow-up with the student at home.

U.S. Department of Health and Human Services Office for Civil Rights. Your rights under section 504 of the Rehabilitation Act.

Lipkin PH, Okamoto J. The Individuals With Disabilities Education Act (IDEA) for Children With Special Educational Needs . Pediatrics. 2015;136(6):e1650-62. doi:10.1542/peds.2015-3409

U.S. Department of Education Individuals with Disabilities Act. Sec. 300.306 Determination of eligibility .

Schuchardt K, Fischbach A, Balke-melcher C, Mähler C. [ The comorbidity of learning difficulties and ADHD symptoms in primary-school-age children ]. Z Kinder Jugendpsychiatr Psychother. 2015;43(3):185-93. doi:10.1024/1422-4917/a000352

Harrison, JR, Bunford, N, Evans, SW, Owens, JS. Educational accommodations for students with behavioral challenges: A systematic review of the literature. Review Educational Res . 2013; 83(4). doi: 10.3102/0034654313497517 

• Chris A. Zeigler Dendy, Teaching Teens With ADD, ADHD, and Executive Function Deficits: A Quick Reference Guide for Teachers and Parents (Second Edition). Woodbine House. 2011.

By Keath Low  Keath Low, MA, is a therapist and clinical scientist with the Carolina Institute for Developmental Disabilities at the University of North Carolina. She specializes in treatment of ADD/ADHD.