IEP Accommodations For ADHD

Attention Deficit Hyperactivity Disorder (ADHD) is a neurological disorder. Those who have this condition suffer from a lack of attention, distractibility, poor working memory, hyperactivity, and weak executive function in general. In students, ADHD behaviors often show up as:

• Not focusing in class or on schoolwork in general;
• Being overly talkative;
• Being fidgety;
• Being disorganized;
• Making careless mistakes in schoolwork;
• Not being good with school timetables and losing track of time;
• Being impulsive and lacking self-control.

For these reasons, students with ADHD require support through accommodations, modifications, or special services. The purpose of accommodations for students with ADHD is to assist their education by providing the appropriate support to succeed. Carefully considered accommodations can be adapted to fit the strengths and weaknesses of students with ADHD.

Understanding IEP and 504 Plans

What are IEPs?

An Individualized Education Program (IEP) is a specially designed educational program that aims to meet the needs of a single student with a disability that impacts their education, such as ADHD. This program is mandated by the federal Individuals with Disabilities Education Act (IDEA), which defines the criteria for what constitutes a “child with a disability”. As part of these criteria, IDEA recognizes 13 learning disabilities, one of which is ADHD.

Simply put, an IEP is a mechanism by which children with special learning needs can get the attention they require at school. For this mechanism to be effective, an IEP must be for one student only, i.e., truly individualized, and also have clear, measurable goals for the student.

What are 504 Plans?

For students with ADHD, Section 504 of the Rehabilitation Act of 1973 is a very important piece of legislation. Section 504 makes it so that students who have learning difficulties, such as ADHD, are entitled to support from their school. This is often done through so-called 504 plans, which are a set of services and/or accommodations tailored to remove barriers to learning for a student with a disability.

Key Differences Between IEPs and 504 Plans

IEPs and 504 plans may seem similar. However, 504 plans are not the same as special education plans like IEPs.

A 504 plan affects how a student learns, not what they learn, and thus centers around providing assistive educational tools to a student with learning disabilities, specifically within a general education classroom.

IEPs, on the other hand, are highly individualized special education plans. While IEPs also focus on how a student learns, they can even dictate what the student should learn, with specific goals that cater to the student’s needs. Additionally, students who receive an IEP might even be placed outside of a general education classroom, though that is not always the case.

Simply put, IEPs provide individualized special education services, while 504 Plans provide changes to the learning environment. In the case of ADHD support, parents of children with ADHD tend to receive more services through an IEP than through a 504 plan.

H2:IEP Accommodations for ADHD by Grade Level

The following sections of this blog will cover the different kinds of accommodations that can be made for students with ADHD, by grade level.

Pre-K and Kindergarten IEP Accommodations for ADHD

General Accommodations

For most ADHD students at this level of schooling, a number of basic, general accommodations can be quite effective in helping them stay organized and focused. These accommodations are:

• Parents maintaining a notebook that they use on a daily basis to communicate their child’s progress and issues.
• Giving the student an extra set of textbooks for home, so that even if they forget to take the textbook home from school, or vice versa, a textbook is always available when it is needed.
• Allowing the student to have flexible deadlines for homework/assignment submissions.
• Give extra time to process information.
• Giving the student preferential seating, ideally up front and close to the teacher.
• Providing the student with fidget toys/items like fidget spinners and squeezy toys.
• Allowing opportunities for the student to run errands for the teacher.

Classroom Behavior

Part of supporting a student with ADHD is ensuring that their interest and attention are retained towards their studies and their goals in school. One way to do this is through simple positive reinforcement: rewarding the student for desirable classroom behavior or for avoiding undesirable behavior.

This is referred to as the behavioral classroom management approach, and it can be done through a reward system, or even by maintaining, for example, a “report card”; the latter helps as the student always has a visual reminder to exhibit desirable classroom behavior, one that tracks “progress” that the student is making. This teacher-led approach has been shown to influence student behavior constructively, increasing academic engagement.

Excess Energy

Many students with ADHD exhibit hyperactivity. They have excess energy, which often leads to disruptive behavior if not channeled towards something constructive.

One key way to support such students is through occupational therapy (OT) services. Outside of these services, simple accommodations like giving the student permission to stand while working or providing motor breaks so the student can walk around and get movement can also be quite effective.

Grade School IEP Accommodations for ADHD

Distractibility

For students with ADHD who are easily distracted, there are accommodations that can help them retain attention and focus. One such way of doing so is to use fidget diversions, which involve providing the student with fidget toys or something they can use/manipulate that is pleasant in a sensory sort of way; an example of this would be bubble wrap, or an object that simulates the feeling of bubble wrap, but does not make any popping sounds, as that would be disruptive in a classroom setting.

Students could also be provided with extra notebooks or a folding board kept near their desks, which they could scribble or doodle on to keep them engaged.

Organization

Disorganization is one of the most common characteristics of ADHD, and therefore one of the most important areas where students with ADHD need the most help. Some of the ways in which effective support can be provided to students to help them stay organized are:

• Using an assignment book or calendar to keep track of homework
• Providing the student with checklists
• Helping the student organize their desk in the classroom
• Providing a student with separate lockers for school materials and take-home items

Testing

One of the most common ways students with ADHD struggle in school is to do anything in the time that is given to them: classwork, homework assignments, and, invariably, tests. Therefore, one of the most common IEP accommodations for students with ADHD is to allow them extra time for all of these tasks.

ADHD students can have motor delays, which make them write very slowly. This can be disadvantageous in an exam, thus necessitating extra time for the student. Additionally, some students with ADHD are even allowed short breaks during exams (e.g., a 5-minute break after every 20 minutes). This, combined with providing the student with a visual timer and seating them in a separate testing location from the rest of the class, can help the student immensely.

Other useful accommodations for ADHD students include:

• Providing specialized equipment, like word processing devices (e.g., AlphaSmart), to help students with extended writing tasks.
• Allowing the student to record their answers directly in the question booklet for the test, rather than loose test sheets.
• Reading the test directions out loud for the student.

Homework

ADHD students can often struggle to complete or even do their assigned homework altogether. There are strategies that can be used to account for this, with accommodations like:

• Parental help in writing the answers to questions, with the student answering the questions in the homework assignment, but the parent writes them down.
• Keeping track of daily behaviors through a diary that a parent and teacher can both use to help communicate the student’s behavior at home and at school.
• Detailed morning and bedtime routines set for the child by their parent and written down in a simple way, placed in a convenient location at home where the student cannot miss it.

Middle School IEP Accommodations for ADHD

Organization

A number of organization-related accommodations can be helpful for students in middle school, or even high school, just as they are for students in grade school. These include having two sets of textbooks, one at school and one at home, so that the student is never without textbooks.

Where middle school accommodations need to change is in recognizing that the student is a little older and, in line with their IEP goals, must have accommodations that hold the student accountable. For example, if a student misses more than a certain number of homework assignments, they get detention during their lunch break. This reinforces the need for discipline, without being overly punitive, as the student sees that the detention is purely to make them catch up on lost work, which does not simply “go away”.

Another accommodation that helps ADHD students in middle school stay organized is maintaining a single folder for homework assignments, so that if that folder has any new additions, they cannot be missed and the student only needs to look at that folder to remind themselves of any work they have to do at home.

Working with Teachers and Involving the Student

As previously mentioned, a system of open communication and coordination between parents and teachers can be immensely helpful in keeping their ADHD student on track with their IEP. One way to do so is through a behavior diary/notebook that both parents and teachers can fill out and review for each other’s additions on a daily basis. These can be especially helpful for daily check-ins when there are medication changes or stressful events experienced by the student.

In addition to this, involving the students in their IEP meetings, though not a hard requirement at this stage of schooling, can help give them a sense of agency and also a feeling of trust in their teachers and parents; it can help them see the decisions being made for them, and this extra transparency can allow them to see that everyone wants them to do well.

Scheduling

For a lot of ADHD students, managing their attention and energy are one and the same. This often translates into students having more energy and focus at the start of every day, which steadily wanes as the day progresses.

A good accommodation to account for this is to schedule classes requiring concentration in the morning, especially for subjects the student struggles with, and to schedule more active classes later in the day. This helps manage the student’s state of focus throughout the day, preventing fatigue and overwhelm.

Homework

For students with ADHD, a state of overwhelm is never too far away. Therefore, a key element of accommodations for ADHD students is to avoid overwhelming and stressful situations as much as possible.

One way to do this is to set time limits for homework (e.g., 30 minutes), with the student finishing when the timer hits zero; this can help counteract overwhelm and encourage the student, as they can visualize the end of homework. This can also easily apply to classwork, which can be reduced compared to a non-IEP student’s workload. Additionally, for long writing assignments, a parent or teacher can use dictation.

High School IEP Accommodations for ADHD

Organization

At the high school level, IEP accommodations for ADHD are not very different than at other levels. In other words, they still involve:

• Helping the student stay organized at school daily through the use of extra textbooks, dedicated folders, binders, and notebooks as well as calendars.
• Flexible deadlines for homework assignments.
• Checklists for tasks.
• Extra time for classwork.
• Regular reminders and cues during class.
• Help the student break their tasks into smaller steps.

Testing

Similar to organizational IEP accommodations for high school students with ADHD, testing accommodations are also quite similar for students at this stage versus any other:

• Allowing students extra time for tests/exams.
• Short breaks during exams (e.g., a 5-minute break after every 20 minutes).
• Giving the student a visual timer and seating them in a separate testing location from the rest of the class can help the student immensely.
• Providing specialized equipment, like word processing devices (e.g., AlphaSmart), to help students with extended writing tasks.
• Allowing the student to record their answers directly in the question booklet for the test, rather than loose test sheets.
• Reading the test directions out loud for the student.
• Letting the student take an open-book test.

General Classroom Strategies and Accommodations for ADHD

Inattention

Students with ADHD struggle to maintain attention during class. They find it hard to focus and are just as easily distracted once they begin to pay attention. Accommodations to help account for this are:

• Changing seating arrangements: Seating the student in a quiet area, near the teacher at the front of the class, or next to a role model student; increasing the distance between desks.
• Involve a peer: Designating another student as a study buddy to help the ADHD student can be immensely useful, as the ADHD student can “mirror” their study buddy; the latter can also help the former in note-taking during class.
• Time management support: Giving the student extra time, shortened assignments, or physical timer devices.
• Task management support: Helping the student break down their assignments into smaller tasks or giving them one assignment at a time, and periodically cueing the student to stay on task
• Helping empower the student/self-reliance support: Giving the student short-term goals with instructions on how to monitor themselves.
• Reducing workload: Reduced or more manageable homework with greater guidance.
• Self-monitoring and Cueing: Gentle redirection/cueing the student when distracted in class (e.g., through subtle/private signals).
• Clear and concise instructions: Setting out instructions that are direct and unambiguous, and pairing written instructions with oral instructions.
• Assistance in note-taking: Giving the student a copy of pre-made teacher’s notes to which they can add, or provide the student with notes taken by another student.

Impulsiveness

ADHD behaviors frequently include impulsivity and a general lack of self-control in expression and conduct. Students who exhibit these behaviors could benefit from the following accommodations:

• Making a “behavior contract” with the student (with parental consent and consultation), to establish a clear set of behavioral rules (e.g., the student will only be called on when their hand is raised) that the student understands and can self-monitor.
• Close supervision when transitioning between activities in class, especially in line with the “behavior contract”.
• Ignoring minor inappropriate behavior, so as not to make the child feel ostracized or overly scrutinized.
• Rewards and consequences should be immediate, such as in the case of giving correct answers and maintaining good discipline during class (e.g. praise for when the student raises their hand). Positive behavior should be rewarded with compliments.
• Reprimanding the student if they misbehave, or whenever appropriate, but within prudent bounds (e.g. avoid lecturing) through the use of time-outs.

Motor Activity/Hyperactivity

Some students with ADHD are hyperactive. This takes the form of being restless, fidgety and having nervous tics. Accommodations for these behaviors generally involve trying to settle/calm them by:

• Giving the student physical tasks, such as having them hand out papers or help stack books, etc, thereby allowing them “seat breaks”.
• Allowing the student to stand periodically while they do their classwork; a standing desk can also be helpful.
• A fidget toy, one that does not cause any disruption for the rest of the class, could help make the student less restless.
• Providing the student with short breaks between assignments and giving them time extra time for tasks.

Mood and Emotional Regulation

Emotional regulation is a key factor in managing a student’s ADHD. Students with ADHD tend to respond to frustrations in a manner that may seem disproportionate or more immature than what people would expect. Accommodations for students to manage their moods and emotional states in a classroom setting can include:

• Frequently compliment positive behavior, giving the student reassurance and encouragement as they do their classwork to help prevent overwhelm and keep them motivated, especially in moments when the student is frustrated.
• Following from the above, frequently communicate praise for the student with their parents when they behave or perform well at school, and let the student see this communication (e.g., the teacher can make a written note and ask the student to take it home to their parents).
• Giving the student permission to leave the classroom for a brief period when they get frustrated.
• Complimenting positive behavior and the work they do, especially when done correctly/without mistakes.
• Speaking softly and non-threateningly, with gentle cues for behavior correction.
• Repeating instructions, but gently so as not to make the student feel overly disciplined.
• Giving the student leadership opportunities, e.g., being class monitor.
• One-on-one time with the student to help them with something they struggle with (e.g. challenging math problems).
• Spend more time with students who appear to have pent-up frustration and offer them advice/guidance on anger control.
• Encouraging social interactions, especially by way of buddying with a model student.
• Alleviating workload to avoid any emotional outbursts.
• Create leadership opportunities for the student in the classroom, such as making them a prefect or giving them a task that makes them feel their work has importance.

Academic Skills

Apart from social, emotional, and executive function aspects, there are a number of academic accommodations that can help students with ADHD:

• Accommodations for weakness in reading:
  • Giving the student additional reading time;
  • Providing the student with pages that have less text, or asking them to read shorter passages in class;
  • Avoiding oral/enunciated reading altogether.
• Accommodations for weakness in writing:
  • Providing the student with easy topics;
  • Allowing non-written/oral reports, and giving reduced written work in general
  • Encouraging discussion of ideas;
  • Multiple choice/fill-in tests;
  • Allowing typed and printed assignments, instead of written ones;
  • Checking the student’s work for rushed errors.
• Math Weakness:
  • Letting the student use a calculator;
  • Providing the student with graph paper for spacing;
  • Giving the student extra time for math problems;
  • Immediate feedback and reinforcement so the student knows the correct computational procedure.

Organization and Planning

Children with ADHD often have deficient working memory and are disorganized. They find it difficult to keep track of assignments, take notes/assignments home, or return them to school. Accommodations for these behaviors can include:

• Enlisting the help of the student’s parents/guardians in keeping the student organized by making clear organization rules and also supervising their homework.
• Ensuring the student has organization-centric stationery, like a notebook with dividers and a student planner.
• Giving the student a dedicated homework assignment book, to which the teacher can attach weekly lesson plans.
• Desk and notebook checks while at school, sending daily/weekly progress reports home.
• No penalty for bad/undesirable handwriting.
• The use of assistive technology, like an audio recorder that the student can use to dictate their assignments, using a phone to take photos of their homework assignments, or doing their assignment on a computer where they might be more functional in writing with a keyboard.

Socialization

ADHD can often impact children’s ability to read social cues, which can cause them to struggle in social settings. The goal of accommodations for ADHD should, therefore, be to help the student socialize more. These accommodations can include:

• Talking to the student, setting goals for social behaviors, and setting up small rewards for making an effort to socialize.
• Devising group tasks for the student to do in the classroom to encourage cooperative learning and interaction with other students.
• Compliment positive behavior and give advice on basic social skills.
• Give the student special responsibilities, like being class monitor for a day.
• Monitor social interactions and periodically prompt the student with appropriate social behavior.

Positive Discipline and Communication

Positive Discipline

Overall, it is vital for ADHD students to receive positive reinforcement and feedback when they perform well. This helps motivate the student, which can be lost rather easily, along with interest and focus.

Therefore, discipline itself for a student with ADHD is established and maintained through positive reinforcement. With that in mind, it is important for teachers and parents to use positive rather than punitive disciplinary strategies with ADHD students. This should be coupled with frequent feedback and attention to positive behavior, whilst being sensitive to ADHD’s influence on emotions. As part of the latter, it is important to provide extra warnings before transitions and changes in routines.

Communication

As with anything in life, communication is key. In the case of a student with an IEP, however, communication truly is everything: between parents and teachers, between students and teachers, between students and their parents, between parents and other members of the IEP team, and so on.

Since ADHD students can become easily disinterested and disengaged, communication with them needs to be direct, concise, and convey a sense of urgency or immediacy. In terms of school-related work, this often translates to making assignments clear, brief, non-repetitive, and broken down into smaller tasks. This helps both guide the student and set expectations, all while building a path for them to apply themselves as best they can towards success in school.

Communication between parents and teachers is also key, as they need to be consistently on the same page about the student’s behavior at school and at home, and coordinate to monitor this behavior cooperatively so the student remains aligned with any behavioral IEP goals. Naturally, parents and teachers must make a behavioral plan that fits the student, and ideally also involve a school counselor or psychologist in the process.

Parent Advocacy

Parent’s Role

Parenting a child with learning disabilities can be challenging work. There is so much to keep track of and constantly monitor for students with IEPs. Throughout this process, however, parents should make sure they understand their rights and how to ensure their child receives all the services and accommodations they need. A good starting point is the resources from the U.S. Department of Education. These resources help people understand and explain the laws that apply to students with ADHD.

Parents should take a collaborative approach with their child’s school and healthcare providers to achieve this; after all, writing, updating, and implementing an IEP is a collaborative endeavor that parents cannot manage on their own.