Students who have ADD or ADHD face a specific set of challenges in the classroom. They may have trouble staying still or focusing at school. Implementing appropriate adaptations in the classroom can drastically improve all students’ success, including those students with ADD/ADHD. Each student is different, and the specific accommodations and modifications that help each child will also be unique.
Accommodations vs. Modifications
Before laying out a plan for classroom adaptations, it is important to know the difference between accommodations and modifications.
Accommodations are generally physical or environmental changes. They address presentation style, assignment structure, classroom arrangement, and other factors that can be altered without lowering academic expectations or standards. A student who receives accommodations still follows the same curriculum and meets the same standards as all other students. Accommodations are often useful to students with ADD/ADHD.
On the other hand, modifications are changes to academic standards and expectations. They address the intellectual level of the material presented, in addition to how that material is presented. Students who receive modifications might use simplified texts, curriculum, and tests. The teacher might also use simpler vocabulary in lessons and assignments. Generally speaking, students do not need modifications for ADD/ADHD, because this condition does not diminish cognitive ability.
Accommodations for Students with ADD/ADHD
Students who have ADD/ADHD usually have trouble paying attention, staying organized, and/or sitting still in class. Teachers can use many accommodations to address these challenges. Every child is different, and may need a different combination of the accommodations. The five accommodations listed here are best practices for all students, not just those with ADD/ADHD.
- Frequent breaks: These allow students’ brains to rest and recharge. Since it takes more effort for a child with ADD/ADHD to focus, frequent breaks prevent fatigue. If students are permitted to get up and stretch or move during the break, they will be more likely to refocus effectively after the break.
- Variation of activities: Changing pace gives students the opportunity to “switch gears”, and keeps students from growing bored or restless. Transition between activities can provide another opportunity for structured, guided movement, such as walking from station to station.
- Preferential seating near the teacher: Sitting closer to the teacher makes it easier to pay attention, and for the teacher to re-cue the student as necessary. This cue may be auditory, like using the student’s name during instruction, or physical, like a tap on the shoulder.
- Using a daily log or agenda: Making the student responsible for recording assignments and homework on a regular basis not only reinforces organization skills, but also gives parents a method to track their child’s progress.
- Giving directions in short, sequential steps: Concise directions are easier for students with ADD/ADHD to attend and process. Instructions offered both orally and visually are most effective. For instance, when presenting an assignment, the teacher might read the instructions aloud from a handout or the board. This gives the students a second reference if they did not pay full attention during oral directions.
With the right adaptations, every student can experience academic success. Students with ADD/ADHD can overcome the obstacles of this condition with well-chosen, consistently applied accommodations.
The information is provided for general reference purposes. It does not constitute medical or other professional advice and should not be used as a substitute for the medical care and advice of your child and adolescent psychiatrist or other physician.
