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Parent Support group of children with ADHD in Panama City Florida.

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Search COVID-19/Coronavirus assistance programs in your ZIP code. Programs helping with food, paying bills, and more.

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Skills to build in the classroom to help accommodate students with ADHD.

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Students with ADHD have difficulty with attention and self-control. And at school, that can look like inattention, distractibility, hyperactivity, impulsivity, and disorganization - all of which can get in the way of learning. What classroom accommodations can help students with ADHD? Here are some strategies teachers can try.

Setting up the classroom environment

Use flexible seating, like wiggle chairs, standing desks, footrests, seat cushions, or resistance bands on chair legs.

Increase the space between desks or work tables (if social distancing guidelines aren't already in place).

Designate a quiet work space in the classroom.

Set up preferential seating close to the teacher and/or away from high-traffic areas.

Post a written schedule for daily routines and rules. When possible, let the student know ahead of time about schedule changes.

Building organization skills

Use an assignment notebook or an electronic calendar.

Provide an extra set of books to keep at home.

Provide folders and baskets of supplies to keep desk organized.

Color-code materials for each subject.

Provide typed notes or an outline of the lesson to help with taking notes.

Teach note-taking strategies, like using graphic organizers and mind-mapping software.

Have a buddy take notes for the student.

Give directions out loud and in writing, and have the student repeat them.

Provide a lesson outline that details instructions and assignments.

Keep instructions simple, clear, and concrete.

Use pictures and graphs to help create visual interest.

Provide a rubric that describes the elements of a successfully completed assignment.

Help the student break long assignments into smaller chunks.

Completing tests and assignments

Allow understanding to be demonstrated in different ways, like oral reports, posters, and video presentations.

Provide different ways to respond to test questions, like saying the answers or circling them.

Minimize the number of questions and problems per worksheet.

Schedule frequent short quizzes, rather than one long test at the end of each unit.

Give credit for work done instead of taking away points for late or partial assignments (with a plan for moving toward completing assignments).

Grade for content, not for neatness.

Give extra time and quieter space for work and tests.

Use a behavior plan with a reward system.

Use a nonverbal signal (like a sticky note on the desk or a hand on a shoulder) to get the student's attention and indicate the need for things like taking a brain break.

Talk through behavior problems one-on-one.

Check in frequently to monitor the student's "emotional temperature" or frustration level.

Do you have a student who you think has difficulty with attention and self-control? See a fact sheet about ADHD.

About the author

About the author

Amanda Morin is the author of "The Everything Parent's Guide to Special Education" and the former director of thought leadership at Understood. As an expert and writer, she helped build Understood from its earliest days.

Reviewed by

Reviewed by

Ginny Osewalt is a dually certified elementary and special education teacher with more than 15 years of experience in general education, inclusion, resource room, and self-contained settings.

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What types of accommodations can help students with ADD and ADHD? Here are some classroom accommodations to talk over with your child's school.

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Attention-deficit hyperactivity disorder (ADHD) affects children, young adults, and adults. There are over 10 million adults and around 6 million school age children living with ADHD in the U.S. Symptoms are not always easy to recognize and treatment is different for everyone. It can be difficult to handle symptoms alone or parent a child with ADHD, but there are resources to help you. This article will highlight resources and benefits to help with ADHD and other mental health conditions.

National Resource Center on ADHD

The National Resource Center on ADHD (NRC) provides science-based information on ADHD. The NRC serves as a National Public Health Practice and Resource Center for information, education and consultation about diagnosis, treatment, and health and well-being for children with ADHD and their families. NRC has resources for adults, parents and caregivers, and educators. Let's look at the resources they offer.

For Adults

Dealing with ADHD looks different as you get older. Focusing on work, growing in your relationships, and keeping your home clean can all be affected by ADHD. NRC hosts regular webinars on topics like technology and apps to manage your ADHD life, managing hormones as a woman with ADHD, and balancing healthy relationships. NRC also offers online courses in independence and managing adult responsibilities with ADHD like college, paying bills, and making financial goals. Finally, NRC has information on protections and workplace accommodations you may be eligible to receive. The Americans with Disabilities Act and the Rehabilitation Act of 1973 can apply to you and your ADHD diagnosis if you meet certain criteria. Learn more on the workplace issues page.

For Parents and Caregivers

It can be a challenge to know when to get your child tested for ADHD, help manage their symptoms, and advocate for them. NRC has advice to help make your lives easier and how to help at different stages from pre-k to college. If you are just learning about ADHD, check out the ADHD Toolkit for what you need to know.

For Educators

Teachers can make a difference with helping a child with ADHD. Understanding techniques to teach and keep ADHD students engaged can help children succeed and make learning fun. NRC offers training and tips to help teachers understand ADHD students and how to successfully teach them. NRC also offers details on classroom accommodations and programs available to eligible students.

Other Mental Health Resources

Want to learn more about ADHD and other mental health conditions? Check out MentalHealth.gov, sponsored by the U.S. Department of Health and Human Services, for information on mental health, common mental health disorders, symptoms, and treatments. The site has resources to find help, navigate insurance and medical services, and local groups and organizations to join.

For information on other health benefits and to find out what you might be eligible for, browse Benefits.gov and fill out the Benefit Finder questionnaire.

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Attention-deficit hyperactivity disorder (ADHD) affects children, young adults, and adults. There are over 10 million adults and around 6 million school age children living with ADHD in the U.S. Symptoms are not always easy to recognize and treatment is different for everyone.

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Learn how your student learns.

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Understanding and Supporting Your Student With ADHD

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Methods for teachers can use to help students with ADHD succeed.

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How Can ADHD Affect Kids at School?

ADHD can affect a student's ability to focus, pay attention, listen, or put effort into schoolwork. ADHD also can make a student fidgety, restless, talk too much, or disrupt the class. Kids with ADHD might also have learning disabilities that cause them to have problems in school.

Most kids with ADHD start school before their ADHD is diagnosed. Teachers are sometimes the first to notice possible signs of ADHD. They may talk it over with the child's parent. The parent can then have the child evaluated by a health provider to see if it's ADHD.

How Can Teachers Help Kids With ADHD?

Let all teachers know if your child has ADHD.
Teachers can help you find out if your child needs an IEP (individual education program) or 504 plan:

An IEP is a written plan that provides individualized special education and related services. Your child's teacher might suggest an evaluation to see if your child could benefit from an IEP.

A 504 plan provides services and changes to the learning environment to meet the child's needs.

Teachers can talk with you about your child's progress. Ask the teacher to let you know how your child is doing. Using a folder that goes back and forth between you and your child's teacher is one way to share notes about progress.

Teachers can focus on your child's needs. Every student with ADHD is different. Some need help paying attention and managing distractions. Some need help staying organized. Others need help getting started with their work, or finishing work they start. Some students with ADHD have trouble staying seated or working quietly. Ask the teacher how ADHD affects your child in the classroom and what you can do to help your child with schoolwork.

Teachers can help your child succeed. Depending on what a student needs, a teacher can do things like:

Seat a student where there are fewer distractions.

Give instructions that are clear and brief.

Have simple classroom routines and rules.

Be warm, encouraging, and positive.

Praise efforts.

Help with organization.

Guide kids to slow down and take their time.

Give prompts to stay on task.

Give breaks to move around in the classroom.

Give extra time to complete work.

Teach students how to check their work and catch careless mistakes.

For older students, teachers can also:

Teach study skills such as taking notes, reading aloud, and prepping for tests.

Break down multi-step projects and assignments into smaller parts.

Teachers can bring out the best in your child. When teachers see the best in their students, students see the best in themselves. Teachers can convey that every student can grow, learn, and succeed - whether or not they have ADHD.

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ADHD can affect a child's ability to do well in school and even make friends. This article for parents has tips on working with teachers to help your child succeed.

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“I Can’t Focus!” When ADHD Impacts Your Child’s Math & Writing Performance

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Centers for Disease Control and Prevention

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People with ADHD may have trouble paying attention, controlling impulsive behaviors, or be overly active.

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Statistics on ADHD.

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Centers for Disease Control and Prevention

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CDC uses datasets from parent surveys and healthcare claims to understand diagnosis and treatment patterns for ADHD.

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What is ADHD?

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National Institute of Mental Health (NIMH)

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What is ADHD?

Attention-deficit/hyperactivity disorder (ADHD) is marked by an ongoing pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development. People with ADHD experience an ongoing pattern of the following types of symptoms:

Inattention means a person may have difficulty staying on task, sustaining focus, and staying organized, and these problems are not due to defiance or lack of comprehension.

Hyperactivity means a person may seem to move about constantly, including in situations when it is not appropriate, or excessively fidgets, taps, or talks. In adults, hyperactivity may mean extreme restlessness or talking too much.

Impulsivity means a person may act without thinking or have difficulty with self-control. Impulsivity could also include a desire for immediate rewards or the inability to delay gratification. An impulsive person may interrupt others or make important decisions without considering long-term consequences.

What are the signs and symptoms of ADHD?

What are the risk factors of ADHD?

How is ADHD treated?

How can I find a clinical trial for ADHD?

Where can I learn more about ADHD?

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Learn about attention-deficit/hyperactivity disorder, including signs and symptoms, risk factors, treatments, and tips for staying organized with ADHD.

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Different types of ADHD.

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What is ADHD?

ADHD, also called attention-deficit disorder, is a behavior disorder, usually first diagnosed in childhood, that is characterized by inattention, impulsivity, and, in some cases, hyperactivity. These symptoms usually occur together; however, one may occur without the other(s).

The symptoms of hyperactivity, when present, are almost always apparent by the age of 7 and may be present in very young preschoolers. Inattention or attention-deficit may not be evident until a child faces the expectations of elementary school.

What are the different types of ADHD?

Three major types of ADHD include the following:

ADHD, combined type. This, the most common type of ADHD, is characterized by impulsive and hyperactive behaviors as well as inattention and distractibility.

ADHD, impulsive/hyperactive type. This, the least common type of ADHD, is characterized by impulsive and hyperactive behaviors without inattention and distractibility.

ADHD, inattentive and distractible type. This type of ADHD is characterized predominately by inattention and distractibility without hyperactivity.

What causes attention-deficit/hyperactivity disorder?

ADHD is one of the most researched areas in child and adolescent mental health. However, the precise cause of the disorder is still unknown. Available evidence suggests that ADHD is genetic. It is a brain-based biological disorder. Low levels of dopamine (a brain chemical), which is a neurotransmitter (a type of brain chemical), are found in children with ADHD. Brain imaging studies using PET scanners (positron emission tomography; a form of brain imaging that makes it possible to observe the human brain at work) show that brain metabolism in children with ADHD is lower in the areas of the brain that control attention, social judgment, and movement.

Who is affected by attention-deficit/hyperactivity disorder?

Estimates suggest that about 4% to 12% of children have ADHD. Boys are 2 to 3 times more likely to have ADHD of the hyperactive or combined type than girls.

Many parents of children with ADHD experienced symptoms of ADHD when they were younger. ADHD is commonly found in brothers and sisters within the same family. Most families seek help when their child's symptoms begin to interfere with learning and adjustment to the expectations of school and age-appropriate activities.

What are the symptoms of attention-deficit/hyperactivity disorder?

The following are the most common symptoms of ADHD. However, each child may experience symptoms differently. The 3 categories of symptoms of ADHD include the following:

Inattention:

Short attention span for age (difficulty sustaining attention)

Difficulty listening to others

Difficulty attending to details

Easily distracted

Forgetfulness

Poor organizational skills for age

Poor study skills for age

Impulsivity:

Often interrupts others

Has difficulty waiting for his or her turn in school and/or social games

Tends to blurt out answers instead of waiting to be called upon

Takes frequent risks, and often without thinking before acting

Hyperactivity:

Seems to be in constant motion; runs or climbs, at times with no apparent goal except motion

Has difficulty remaining in his/her seat even when it is expected

Fidgets with hands or squirms when in his or her seat; fidgeting excessively

Talks excessively

Has difficulty engaging in quiet activities

Loses or forgets things repeatedly and often

Inability to stay on task; shifts from one task to another without bringing any to completion

The symptoms of ADHD may resemble other medical conditions or behavior problems. Keep in mind that many of these symptoms may occur in children and teens who do not have ADHD. A key element in diagnosis is that the symptoms must significantly impair adaptive functioning in both home and school environments. Always consult your child's doctor for a diagnosis.

How is attention-deficit/hyperactivity disorder diagnosed?

ADHD is the most commonly diagnosed behavior disorder of childhood. A pediatrician, child psychiatrist, or a qualified mental health professional usually identifies ADHD in children. A detailed history of the child's behavior from parents and teachers, observations of the child's behavior, and psychoeducational testing contribute to making the diagnosis of ADHD. Because ADHD is a group of symptoms, diagnosis depends on evaluating results from several different sources, including physical, neurological, and psychological testing. Certain tests may be used to rule out other conditions, and some may be used to test intelligence and certain skill sets. Consult your child's doctor for more information.

Treatment for attention-deficit/hyperactivity disorder

Specific treatment for attention-deficit/hyperactivity disorder will be determined by your child's doctor based on:

Your child's age, overall health, and medical history

Extent of your child's symptoms

Your child's tolerance for specific medications or therapies

Expectations for the course of the condition

Your opinion or preference

Major components of treatment for children with ADHD include parental support and education in behavioral training, appropriate school placement, and medication. Treatment with a psychostimulant is highly effective in most children with ADHD.

Treatment may include:

Psychostimulant medications. These medications are used for their ability to balance chemicals in the brain that prohibit the child from maintaining attention and controlling impulses. They help "stimulate" or help the brain to focus and may be used to reduce the major characteristics of ADHD.
Medications that are commonly used to treat ADHD include the following:

Methylphenidate (Ritalin, Metadate, Concerta, Methylin)

Dextroamphetamine (Dexedrine, Dextrostat)

A mixture of amphetamine salts (Adderall)

Atomoxetine (Strattera). A nonstimulant SNRI (selective serotonin norepinephrine reuptake inhibitor) medication with benefits for related mood symptoms.

Lisdexamfetamine (Vyvanse)

Psychostimulants have been used to treat childhood behavior disorders since the 1930s and have been widely studied. Traditional immediate release stimulants take effect in the body quickly, work for 1 to 4 hours, and then are eliminated from the body. Many long-acting stimulant medications are also available, lasting 8 to 9 hours, and requiring 1 daily dosing. Doses of stimulant medications need to be timed to match the child's school schedule to help the child pay attention for a longer period of time and improve classroom performance. The common side effects of stimulants may include, but are not limited to, the following:

Most side effects of stimulant use are mild, decrease with regular use, and respond to dose changes. Always discuss potential side effects with your child's doctor.

Antidepressant medications may also be administered for children and adolescents with ADHD to help improve attention while decreasing aggression, anxiety, and/or depression.

Psychosocial treatments. Parenting children with ADHD may be difficult and can present challenges that create stress within the family. Classes in behavior management skills for parents can help reduce stress for all family members. Training in behavior management skills for parents usually occurs in a group setting which encourages parent-to-parent support. Behavior management skills may include the following:

Teachers may also be taught behavior management skills to use in the classroom setting. Training for teachers usually includes use of daily behavior reports that communicate in-school behaviors to parents. Behavior management techniques tend to improve targeted behaviors (such as completing school work or keeping the child's hands to himself or herself), but are not usually helpful in reducing overall inattention, hyperactivity, or impulsivity.

Prevention of attention-deficit/hyperactivity disorder

Preventive measures to reduce the incidence of ADHD in children are not known at this time. However, early detection and intervention can reduce the severity of symptoms, decrease the interference of behavioral symptoms on school functioning, enhance the child's normal growth and development, and improve the quality of life experienced by children or adolescents with ADHD.

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Attention-Deficit / Hyperactivity Disorder (ADHD) in Children

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ADHD is a behavior disorder marked by inattention, impulsivity, and, in some cases, hyperactivity.

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Parent support and tips for a child with ADHD.

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While ADHD is believed to be hereditary, effectively managing your child's symptoms can affect both the severity of the disorder and development of more serious problems over time. Early intervention holds the key to positive outcomes for your child. The earlier you address your child's problems, the more likely you will be able to prevent school and social failure and associated problems such as underachievement and poor self-esteem that may lead to delinquency or drug and alcohol abuse. Although life with your child may at times seem challenging, as a parent you can help create home and school environments that improve your child's chances for success.

Here are some ways to get started.

Don't waste your limited emotional energy on self-blame. ADHD is a disorder in certain areas of the brain and is inherited in the majority of cases. It is not caused by poor parenting or a chaotic home environment, although the home environment can make the symptoms of ADHD better or worse.

Learn all you can about ADHD. While a great deal of information on the diagnosis and treatment of ADHD is available, not all of it is accurate or based on scientific evidence. It is up to you to be a good consumer and learn to distinguish the accurate information from the inaccurate. How can you sort out what will be useful and what will not? In general, it is good to be wary about ads claiming to cure ADHD. Currently, there is no cure for ADHD, but you can take positive steps to decrease its impact. In addition, pay attention to the source of the information. If you're using the Internet, stick with reputable websites such as government (for example CDC), nonprofit (such as CHADD) or university resources (those that end in .edu).

Make sure your child has a comprehensive assessment. To complete the diagnostic process, make sure your child has a comprehensive assessment that includes medical, educational and psychological evaluations (involving input from your child's teacher) and that other disorders that either mimic or commonly occur with ADHD have been considered and ruled out.
How to help your child succeed at school

Become an effective case manager. Keep a record of all information about your child. This includes copies of all report cards, teacher notes, disciplinary reports, evaluations and documents from any meetings concerning your child. You might also include information about ADHD, a record of your child's prior treatments and placements and contact information for the professionals who have worked with your child.

Form a team that understands ADHD and be the team captain. Meetings at your child's school should be attended by the principal's designee as well as a special educator and a classroom teacher that knows your child. You, however, have the right to request input at these meetings from others that understand ADHD or your child's special needs. These include your child's physician, the school psychologist, and the nurse or guidance counselor from your child's school. If you have consulted other professionals, such as a psychiatrist, psychologist, educational advocate or behavior management specialist, the useful information they have provided should also be made available at these meetings. A thorough understanding of your child's strengths and weaknesses and how ADHD affects him or her will help you and members of the team go on to develop an appropriate and effective program that takes into account his or her ADHD.

Learn all you can about ADHD and your child's educational rights. The more knowledge you have about your child's rights under the two education laws, the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act, the better to maximize his or her success. Each state has a parent technical assistance center that can help you learn more about your child's rights (visit http://www.parentcenterhub.org/ptacs/ to find the center in your state).

Become your child's best advocate. You need to represent and protect your child's best interest in school situations, both academic and behavioral. Become an active part of the team that determines what services and placements your child receives in an Individualized Education Plan (IEP) or Section 504 plan. See Education for Individuals with ADHD for more information.

Communicate regularly. Adopt a collaborative attitude when working with your child's team-after all, everyone has the same goal, to see your child succeed! Let your child's teachers know if there are some major changes going on in your family since your child's behavior can be affected. Invite the teachers to contact you with any issues or concerns before they become a problem. Having open lines of communication between you and the school will help your child.

How to make life at home easier

Join a support group. Parents will find additional information, as well as support, by attending local CHADD meetings where available. You can find the nearest chapter to your home using the chapter locator.

Seek professional help. Ask for help from mental health professionals, particularly if you are feeling depressed, frustrated or exhausted. Helping yourself feel less stressed will benefit your child as well.

Work together. It is important that all of the adults that care for your child (parents, grandparents, relatives and babysitters) agree on how to handle your child's problem behaviors. Working with a professional, if needed, can help you better understand how to work together to support your child.

Learn the tools of successful behavior management. Behavioral techniques have been widely established as a key component of treatment for children with ADHD. Parent training will teach you strategies to change behaviors and improve your relationship with your child. CHADD offers the Parent to Parent Program, which provides basic education on many facets of ADHD. You can also identify parent training programs in your community through your local parent information and resource center (www.parentcenterhub.org/ptacs/).

Find out if you have ADHD. Since ADHD is often inherited, many parents of children with ADHD discover that they have ADHD when their child is diagnosed. Parents with ADHD may need the same types of evaluation and treatment that they seek for their children in order to function at their best. ADHD in the parent may make the home more chaotic and affect a parent's ability to be proactive rather than reactive.

Parent training will help you learn to:

Provide clear, consistent expectations, directions and limits. Children with ADHD need to know exactly what others expect from them. They do not perform well in ambiguous situations that don't specify exactly what is expected and that require them to "read between the lines." Working with a professional can help narrow the focus to a few specific behaviors, help you set limits and consistently follow through with consequences.

Set up an effective discipline system. Parents should learn proactive-not reactive-discipline methods that teach and reward appropriate behavior and respond to misbehavior with alternatives such as time outs or loss of privileges. Communicate with the other people who care for your child and work to be as consistent with behavioral techniques across settings and caregivers as possible.

Help your child learn from his or her mistakes. At times, negative consequences will arise naturally out of a child's behavior. However, children with ADHD have difficulty making the connection between their behaviors and these consequences. Parents can help their child with ADHD make these connections and learn from his/her mistakes.

How to boost your child's confidence

Set aside a daily special time for you and your child. Constant negative feedback can erode a child's self-esteem. A special time, whether it's an outing, playing games or just time spent with your child in positive interaction, can help fortify your child against assaults to self-worth.

Notice your child's successes, no matter how small. Make an effort to notice when your child is paying attention well or doing what s/he is supposed to be doing. Tell your child exactly what she/he did well. This can improve your child's self-esteem and teach him/her to notice gradual improvements, rather than being too hard on him/herself.

Tell your child that you love and support him/her unconditionally. There will be days when you may not believe this yourself. Those will be the days when it is even more important that you acknowledge the difficulties your child constantly faces and express your love. Let your child know that you will get through both the smooth and rough times together.

Assist your child with social skills. Children with ADHD may be rejected by peers because of hyperactive, impulsive or aggressive behaviors. Parent training can help you learn how to assist your child in making friends and learning to work cooperatively with others.

Identify your child's strengths. Many children with ADHD have strengths in certain areas such as art, athletics, computers or mechanical ability. Build upon these strengths, so that your child will have a sense of pride and accomplishment. Make sure that your child has the opportunity to be successful while pursuing these activities and that his strengths are not undermined by untreated ADHD. Also, avoid, as much as possible, targeting these activities as contingencies for good behavior or withholding them, as a form of punishment, when your child misbehaves.

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While ADHD is believed to be hereditary, effectively managing your child's symptoms can affect both the severity of the disorder and development of more serious problems over time. Early intervention holds the key to positive outcomes for your child. The earlier you address your child's problems, the more likely you will be able to prevent...

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As educators its important to be aware of any resources to help students succeed.

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Teachers and educators are in a unique position to help children and adolescents achieve their full academic potential. Most teachers are looking for additional training or resources on ADHD and improving the classroom experience for their students. CHADD offers a Teacher Training Program crafted by teachers to provide other teachers with the strategies and tips to help…

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Strategies and accommodations for students with ADHD in the classroom. Students can be provided with an IEP or a 504 accommodations.

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Centers for Disease Control and Prevention

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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.

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.

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.

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.
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.

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

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.

What every parent should know

More Information

Reference

1. 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]

2. 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]

3. 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.

4. 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.

5. https://chadd.org/for-parents/individuals-with-disabilities-education-act/

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To meet the needs of children with ADHD, schools may offer ADHD treatments, special education services, or accommodations to lessen the effect of ADHD on their learning.