![]() Color code notebooks and folders for each subject so that your child isn’t processing the word “S-C-I-E-N-C-E” but rather the color green, for example.Break down a multi-step task into 1-2 steps at a time (school-based or activities of daily living).You can also use these strategies at home: Allow the student to chew gum or hard pretzels during break.Allow for fidgets or other types of sensory tools to improve attention and decrease restlessness.Consult with Occupational Therapy and class teacher each month.Allow for movement breaks throughout the day.Study guides are provided a minimum of 2 days prior to an assessment.Allow for tests/quizzes to be taken in a low-distraction classroom.Extended time on tests, quizzes, and class-based projects.Teacher-generated lesson outlines for students to follow and fill in information.Review written work before submission to review the accuracy of the prepared paper and allow for feedback and edits.Break down writing assignments into smaller parts with short-term deadlines.Use a visual graphic organizer (e.g., the hamburger, ice cream, spider, etc).Weekly check-ins between teacher and student to lesson, re-teach, or repeat content to ensure that the child has an understanding of the topic being taught.Weekly check-in with Guidance Counselor to review grades and (missing) assignments.Teacher review of accuracy of assignments written in daily planner.Accommodations for your child’s 504 Plan or Individualized Education Plan (IEP)īelow are a variety of organizational strategies for the school environment, as well as strategies for managing educational activities at home: An individual or shared paraprofessional can also be a part of the IEP. Services available include Pull-Out Resource or In-Class Resource for certain subjects, as well as related services (such as speech, physical therapy, occupational therapy, and counseling). Your child or teen’s ADHD diagnosis must be impacting your child’s ability to access the general education curriculum. Eligibility is based on a diagnosis provided by a professional (neurologist, psychiatrist, pediatrician, developmental pediatrician, or psychologist). It requires a diagnosis by a professional (neurologist, psychiatrist, pediatrician, developmental pediatrician, or psychologist).Īn IEP provides a special education program that requires testing (educational and psychological). A 504 Accommodation Plan gives your child accommodations within the classroom for homework, test taking, organization, standardized tests, projects, and papers. ![]() If your child or teen has a diagnosis of ADHD, your child may be eligible for a 504 Accommodation Plan or an Individualized Education Plan (IEP). Differences between a 504 Plan and an Individualized Education Plan A diagnosis is required as well as documentation from a professional indicating the need for a 504 Accommodation Plan and specific accommodations needed based on a diagnosis (ADHD, anxiety) or a psycho-educational evaluation indicating a Specific Learning Disability in addition to ADHD and the types of accommodations needed based on what the data is supporting. All of these skills ultimately help our children, teens, and young adults with ADHD to successfully accomplish school and life tasks, while developing a sense of self-efficacy or a solid sense of self.įor college students, a 504 Accommodation Plan is needed and gained through the Office of Disability Services for the specific university or college. These executive functioning skills include prioritizing tasks and assignments, managing time, organizing materials and belongings, and learning to self-regulate. ![]() For example, we teach our children in elementary school the skills they need to succeed in middle school, and so on. Our children with ADHD simply need a little more time and space than some of their typical peers to gain the skills they will need for the next phase of their development. Some may argue that we are not preparing our children for ‘the real world’ when we accommodate our kids. As parents, expecting that our kids are going to be able to get things done at school without accommodation means we are setting them (and us) up for failure and frustration. Our children, teens, and young adults with ADHD often struggle to get through daily routines at home and in school, even though these routines have been in place since the beginning of the school year. ![]()
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