Accommodations-ADHD

Classroom Accommodations for Children with Cognitively Impulsivity &/or ADHD 

Primary challenges for students: sitting still, listening quietly, concentrating, disrupting, distracting, setting goals/timelines/prioritizing, planning ahead, not checking work, needing time, remembering, note-taking, following directions or examples. 

Classroom accommodations: 

TESTS/ASSIGNMENTS

- Multiple-choice & open book tests vs. short-answer, closed book tests.

- Remind students taking a test to check their work before completion, to take their time. 

- Provide extra time to complete work and finish tests for those who need it. 

- Clarify; there is no benefit to being the first to finish a test. 

- Encourage students to take as much testing/assignment time as possible. 

- Mark/emphasize correct answers vs. incorrect

- Communicate the value of accuracy over speed.

- Do a countdown for the last several minutes of the activity.

ORGANIZATION

- Give frequent reminders re projects, schedules & due dates.

- Define the requirements of a completed activity. 

- Use colors & shapes to help them organize – emphasize “(best order of) key ideas”

- Encourage planning by frequently using lists, calendars, charts, pictures, and finished

   products in the classroom.

- Assist student in setting long-range goals; break goal into realistic steps. 

- Ask, “What do you need to be able to do this?” Set clear timelines for each step. 

- Provide an outline of important points from reading or test-study material. 

- Use a school-to-home notebook, to assist in tracking homework, academic and behavioral

  objectives. This can be an agenda book, or a note-taking book. 

WHILE TEACHING

- Gain students’ attention before giving directions. Use alerting cues. 

- Accompany oral directions with written directions. 

- Prioritize assignments and activities. 

- Give short assignments/frequent breaks. Split major tasks down into minor ones.

- Play games to create interest, change instructional pace, re-teach and practice concepts. 

- Teach outlining, main-idea/details concepts. 

- Pause and create suspense by looking around before asking questions.

- Randomly pick reciters so the children cannot time their attention.

- Signal that someone is going to have to answer a question about what is being said.

-  Establish frequent eye contact. 

- Use the child’s name in a question or in the material being covered.

- Walk around the classroom as the lesson is progressing, tap child’s material under discussion.

- Provide copies of presentation/study material notes. 

- Reward attention, timely accomplishment, any indication of effort. 

- Consider giving student his/her own behavior plan or agreement, with consequences. 

CLASSROOM ARRANGEMENTS

- Seat in front row/near teacher, away from doors and windows.

- Surround student with good role models. 

- Provide quiet study areas, single desks.

- Post the rules for your class and verify they are understood.

- Post a monthly calendar with assignment due dates and test dates on it.

- Dim lights to signal an activity change.

- Post daily schedule.

Sources: http://www.childdevelopmentinfo.com/learning/teacher.shtml

http://helpguide.org/mental/adhd_add_teaching_strategies.htm

http://www.suite101.com/content/teaching-the-adhd-child--part-1-a5768

http://www.drpaul.com/behaviour/adhdclas.html