Helping a student with ADD/ADHD access a general education is a cooperative effort between school, parents, and student. The following list gives suggestions for helping a student with ADD/ADHD access a general education.

School accommodations and responsibilities:

  • Establish a good working relationship with the parents/guardians
  • Seat the student near the front of the room free of distractions
  • Give clear and concise instructions
  • Provide the student with peer tutor(s) to assist in class work and activities
  • Respond positively but immediately to misbehavior
  • Establish realistic and achievable goals
  • Develop a homework journal, to be signed by teacher(s) and parent(s)
  • Help the student feel comfortable with seeking assistance
  • Make accommodation for assignments as agreed upon by parent, student, and teacher
  • Give extra time for certain tasks as agreed upon by parent, student, and teacher
  • Reward systems with both positive and negative reinforcement
  • Allow students appropriate breaks or time to walk around as agreed upon by parent, student, and teacher
  • Use appropriate physical outlets, usually individualized activities that are mildly competitive or non competitive: such as walking, swimming, jogging, biking, karate

Parent involvement:

  • Communicate often with school personnel, especially with teacher(s)
  • Parents set up appropriate study space at home
  • Establish times and routines for study
  • Parent review of completed homework
  • Establish a homework notebook to be signed by teacher and parent
  • Establish an academic assistance plan:
    1. parent and emergency contact information
    2. situations for parent notification (emergency)
    3. physicians, psychiatrist, psychologist diagnosis of impairment
    4. doctor’s orders (if any)
    5. learning activities which extend to the home (parent supervision)
    6. parent supervision of home testing accommodations (if necessary)
    7. parent suggestions for accommodations used in the past successfully

Student self-management strategies and responsibilities:

  • Cooperate with teacher(s) and parents in regard to agreed upon accommodations
  • Utilize self-monitoring activities that are age appropriate and agreed upon by student, parent, and school; such as using notebook journal, sitting at the front of the room, working with a peer tutor.
  • Following all doctor’s orders (when applicable)

What the ADD/ADHD child needs at home and school:

  • Praise and rewards for good behavior
  • Clear rules and instruction
  • Consistency and structure
  • A predictable daily routine (when possible) reminders if the routine is going to change
  • A quiet place to do home work
  • A set homework time
  • A notebook to record home work assignments
  • Frequent breaks when doing work that requires sustained attention
  • Designated places at home and school to keep things that are frequently lost such as eyeglasses and homework assignments
  • Time to play freely outdoors
  • Help from adults when solving problems with siblings or peers
  • Clocks throughout the house and school
  • Charts with chores and/or daily schedules
  • Time-outs for misbehavior, with young children, as a general guideline the length of the time-out in minutes should equal the child’s age in years
  • Activities for releasing energy and/or aggression in a safe, effective way, some children with ADD/ADHD respond well to martial arts or other non-team sports

 

***These are not complete lists of suggestions or accommodations, but they are suggested ideas used by parents, teachers, and students to help the students access a general education.