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1. Many children with ADHD have on average lower grades than peers, are more likely to drop out of high school, and have higher levels of failure and disappointment.

2. Many teachers lack the knowledge and training to work with children with ADHD calling their behavior disruptive, unorganized, and impulsive. Parents also have many difficulties with their children with ADHD especially with getting to school on time, talking back, school difficulties, and spending money.

3. Friendships are also difficult for this population as they are rejected by peers and have difficulty with problem solving and perspective taking.

4. These children self-reported on having inconsistent study skills, being procrastinators, being disorganized, having difficulties completing homework,  having absent plans/goals, and having difficulty in social interactions.

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People who have ADHD have combinations of these symptoms:

Overlook or miss details, make careless mistakes in schoolwork, at work, or during other activities

Have problems sustaining attention in tasks or play, including conversations, lectures, or lengthy reading

Seem to not listen when spoken to directly

Fail to not follow through on instructions, fail to finish schoolwork, chores, or duties in the workplace, or start tasks but quickly lose focus and get easily sidetracked

Have problems organizing tasks and activities, such as doing tasks in sequence, keeping materials and belongings in order, keeping work organized, managing time, and meeting deadlines

Avoid or dislike tasks that require sustained mental effort, such as schoolwork or homework, or for teens and older adults, preparing reports, completing forms, or reviewing lengthy papers

Lose things necessary for tasks or activities, such as school supplies, pencils, books, tools, wallets, keys, paperwork, eyeglasses, and cell phones

Become easily distracted by unrelated thoughts or stimuli

Forgetful in daily activities, such as chores, errands, returning calls, and keeping appointments

Signs of hyperactivity and impulsivity may include:

Fidgeting and squirming while seated

Getting up and moving around in situations when staying seated is expected, such as in the classroom or in the office

Running or dashing around or climbing in situations where it is inappropriate, or, in teens and adults, often feeling restless

Being unable to play or engage in hobbies quietly

Being constantly in motion or “on the go,” or acting as if “driven by a motor”

Talking nonstop

Blurting out an answer before a question has been completed, finishing other people’s sentences, or speaking without waiting for a turn in conversation

Having trouble waiting his or her turn

Interrupting or intruding on others, for example in conversations, games, or activities

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1. An estimated 5 percent of children and 2.5 percent of adults have ADHD.

2. ADHD persists through a person's life. It is not limited to children.

3. ADHD affects both genders.

4. ADHD IS caused by chemical, structural, and connectivity differences in the brain, mostly as a result of genetics.

5. Research has shown that the most effective treatment for ADHD is a combination of medication and therapy.

6. ADHD involves symptoms of inattention, hyperactivity, and impulsivity.

7. ADHD affects 11,000,000 people in the US.

8. Majority of people have a combination of both inattentive and hyperactivity/impulsivity, but a person can display characteristics of just one type.

9. At a young age, it is best to start with parent-training. Once a child is old enough, therapy can transition to behavioral-cognitive therapy.

10. Diagnosing ADHD is a complex process.

11. Other mental health disorders can co-occur with ADHD.

12. Many people with ADHD struggle with short term memory issues and keeping a healthy routine.

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Teacher Accommodations for Students with ADHD 

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Teacher Accommodations for Students with ADHD 

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- Have the student sit close to the teacher and away from distractions such as the door

- Provide fidgets (seat cushion, resistance band, putty, etc.)

- Stand close to students with ADHD when teaching

- Aid in organization by making sure these students use their planner, have organization tools for supplies, and write a daily schedule for these students

- Give extra time and quieter spaces for tests and classwork

- Break long assignments into smaller tasks

- Have peers assist with note taking

- Keep instructions simple and clear

- Provide students with lesson outline

- Use a behavior plan with positive reinforcement

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Instructional Accommodations

High structure, quiet classroom

Avoid open concept classrooms

Direct instruction

Reduced/uncluttered format

Spatially-cued formats

Repetition of information

Rewording rephrasing of information

Pair written instructions with oral – Use multi-sensory approach

Extra time for processing

Non-verbal signals, gesture cues

Word retrieval prompts

Reinforcement incentives

Frequent breaks

Physical activities

Organizational coaching

Time management aids

Tracking sheets

Visual cueing/scheduling

Mind maps

Graphic organizers

Use concrete hands-on materials

Manipulatives

Dramatize information

Ability grouping

Buddy/peer tutoring

Duplicated notes

Note-taking assistance

Chunking of assignments

Reduced homework/course load

Computer options with voice to text software

Use humour not sarcasm

Augmentative and alternative systems (FM) communication

Environmental Accommodations

Alternative work space

Strategic seating/preferential seating

Proximity to instructor

Reduction in audio/visual stimuli

Study carrel

Minimizing background noise

Quiet setting

Use of headphones

Special lighting

Supervise transition times with care and cueing 5-10 minutes before changes

Assistive devices

Adaptive Equipment such as:

squeeze balls

play dough

chewing gum

sour candies

straws

tennis balls on all chair and desk legs

FM system

tape recorder

computer

Assessment Accommodations

Extended time limits

Alternative settings, a quiet room free of distractions

Space tests and assignments to prevent feelings of being overwhelmed

Reduction in the number of tasks used to assess a concept or skill

Extra time for processing the questions as well as the answers

Prompts to refocus

Reduced/uncluttered format

Reading of test or exam to student

Assistive devices or adaptive equipment such as calculators, reference charts, spell checkers, computers, voice to text software

Verbatim scribing

Alternative test formats including audiotapes, oral, computer, type of exam or test

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1. Get an Accurate Evaluation

2. Meet With the Evaluation Team

3. Decide Which Laws Are Applicable

4. Develop an IEP or 504 Plan

5. Insist on a Customized IEP or 504 Plan

6. Monitor Your Child’s Progress

7. Create a Paper Trail

8. Seek Support

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- Establish routines and rules

- Offer accommodations

- Allow for movement

- Let the child play

- Focus on positive relationships

- Partner with parents

- Provide choices - UDL

- Encourage hands on learning

- Increase participation (have this child help you teach, hand out papers, etc.)

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https://www.additudemag.com/slideshows/504-plan-accommodations-for-adhd/

https://www.understood.org/en/school-learning/partnering-with-childs-school/instructional-strategies/at-a-glance-classroom-accommodations-for-adhd

https://www.nimh.nih.gov/health/publications/attention-deficit-hyperactivity-disorder-adhd-the-basics/index.shtml

https://www.psychiatry.org/patients-families/adhd/what-is-adhd

https://add.org/adhd-facts/

https://www.adhdawarenessmonth.org/adhd-facts/

http://commonhealth.legacy.wbur.org/2013/02/ten-facts-adhd