Using a planner and having it reviewed by teachers and parents daily allows students to be more aware of what needs to be done and less likely to miss tasks. So much information gets lost if they try to keep everything in their head. Students with ADHD struggle to stay organized or to synthesize large amounts of information in their working memory. This accommodation is critical for students with executive functioning deficits. Students are also more easily redirected when a teacher can provide subtle reminders to return to the task. It is often recommended that students with ADHD be placed at the front of the classroom, close to the point of instruction and away from distractions like hallway noise or outside activity. Even a few seconds of a missed direction or instructional concept can set a student down a confusing path. Like distractibility during testing, students with ADHD are often internally and externally sidetracked during classroom instruction. In this setting, they are less likely to be distracted and are more easily redirected when they are off task. With an accommodation of small group testing, students are administered tests in a small group with a proctor available. Imagine a large classroom or standardized testing space with tens to hundreds of other peers coughing, fidgeting, and erasing. A pin dropping in the next room can get a student off task. Individuals with ADHD are often highly distractible. an additional day to complete assignments beyond the due date).

These students may benefit from extended time to complete homework (e.g. They are not being lazy or manipulative but their brains do not operate in the same way as typical peers. Students who struggle with executive functioning (EF) skills and organization can get easily overwhelmed, lose materials, or completely forget an assignment. This accommodation may also apply to homework. That means if most students get 60 minutes to complete a test, accommodated individuals would get 90 minutes. The most common extension is time and a half. Individuals should not be penalized for missed answers due to a lack of ability to attend. Even if they know an answer on a test, they might not be able to focus enough to answer it in a specific amount of time.

If you think about a child who has difficulty attending (ADHD-Inattentive Subtype), they struggle to maintain intense focus under time pressure. This is probably the most common accommodation offered by schools for any student with a disability. In this article, we will share some of the most common accommodations for ADHD, why they are needed and what they might look like for your child! Common Accommodations for ADHD: Extended Time We here at Progress Parade want to empower our parents to understand their students’ Individualized Education Plans (IEP) and 504 plans as well as help IEP teams develop the best IEPs possible for each of our students. Many parents send their kids to school trusting that their teachers are providing the best support possible for their neurodiverse children when at school. The school system and specifically special education is an alphabet soup of acronyms and processes that can feel like a giant black box. Navigating 504 plans and IEP plans can be next to impossible as a parent advocating for their children in schools.

504 plan accommodations for odd