It is estimated that 5-12% of all American kids have some type of ADHD. If you found this Accommodations Guide, chances are you have a child or student with ADHD.
So I’m not going to go into the different types of ADHD and all that. This is going to focus on understanding 504 plans and accommodations. And whether or not your child needs an IEP for ADHD, or if a 504 plan for ADHD is sufficient.
Remember, this concept: When a child lacks a skill, you either teach the skill or make accommodations for the child lacking that skill.
However, you can certainly accommodate the lack of skill and teach the skill at the same time.
ADHD Accommodations
What accommodations can be in a 504 plan for ADHD? Well, it would be determined by the student’s needs. I have several listed below.
- {Executive Functioning} IEP Goals | Accommodations | Apps | Strategies |
- {Working Memory} IEP goals | Strategies | Accommodations
- {Inference} Definition | Examples | Strategies | IEP Goals
- Essential List of 500+ Accommodations and Strategies for your IEP or 504.
- Anxiety: IEP and 504 Accommodations and Strategies {free printable list!}
- Executive Functioning Tests | What IEP Assessments to Look For
- Retaking Tests | Why IEP Teams Should Rethink this Accommodation
- How to Get Extended Time on Tests | IEP | 504 | Best Practices
- Strategies and Interventions to overcome Task Paralysis
504 Accommodations for ADHD
Here are 40 accommodations for ADHD to consider including in a 504 Plan. These accommodations address areas like focus, organization, behavior, and emotional regulation:
Classroom Environment
- Preferential seating (e.g., near the teacher or away from distractions).
- Access to a quiet space or sensory room for breaks.
- Allowing movement breaks during lessons.
- Use of noise-canceling headphones for concentration.
- Minimize visual distractions (e.g., uncluttered desk area).
Instructional Methods
- Provide written and oral instructions.
- Break assignments into smaller, manageable tasks.
- Use of graphic organizers or visual aids.
- Provide a copy of notes or allow note-taking assistance.
- Use multisensory teaching approaches (e.g., hands-on activities).
Homework and Assignments
- Extend time on assignments and tests.
- Reduce the volume of homework (focus on quality over quantity).
- Allow alternative formats for assignments (e.g., oral presentations instead of written reports).
- Use of checklists to outline steps for assignments.
- Allow work to be completed in smaller increments.
Testing
- Extended time for tests and quizzes.
- Allow breaks during testing.
- Provide tests in a quiet or separate environment.
- Simplify test directions and clarify as needed.
- Allow the use of assistive technology during tests.
Behavioral Supports
- Develop a behavior intervention plan (BIP) tailored to the student’s needs.
- Incorporate positive reinforcement strategies.
- Create a daily behavior tracking system.
- Use a visual or verbal cue to signal when attention is needed.
- Allow the student to use a signal to request a break.
Organization
- Provide an extra set of textbooks for home use.
- Use color-coded folders or binders for organization.
- Assist with organizing materials weekly.
- Allow the use of planners or apps to track assignments.
- Check-in regularly to monitor progress on long-term projects.
Social and Emotional Supports
- Provide access to a counselor or trusted adult for support.
- Allow participation in a peer mentoring or buddy system.
- Implement social skills training or groups.
- Provide positive and constructive feedback privately.
- Develop a strategy for managing frustration or outbursts.
Physical Activity and Movement
- Provide opportunities for physical activity throughout the day.
- Allow fidget tools or stress balls at the desk.
- Permit the use of a standing desk or flexible seating.
- Schedule gross motor breaks during long periods of seated work.
- Allow walking or pacing while completing assignments.
These accommodations should be tailored to the individual needs of the student, with input from parents, teachers, and specialists. Always document the effectiveness of accommodations to make adjustments as needed.
Section 504 ADHD
Section 504 of the Rehabilitation Act specifically says: When determining whether a student has a physical or mental impairment, the school district must not consider the improvement of a disability caused by a “mitigating measure” such as medication, hearing aids, prosthetics, mobility devices, or other means.
Know your parental rights with a 504 plan! Here is the letter/guidance from the Dept of Ed as far as what they expect schools to do with ADHD students.
I have included a Fact Sheet at the end of this article about Section 504 of the Rehabilitation Act. It was compiled by both HHS and OCR. Both of those federal agencies oversee 504s.
Does Section 504 require schools to do evaluations?
Yes. The school must conduct an evaluation to determine if the student has a disability as defined under this act. It likely will not be as comprehensive as IEP Eligibility Evaluations. Based on documented information from varied sources, decisions must be made by a group of school personnel who are knowledgeable about the child, the meaning of the data, and the placement options.
If your child qualifies for an IEP, ADHD falls under Other Health Impairment. You can read that link to see the specific language. But, IDEA specifically mentions ADHD under OHI, so there is no “with ADHD we have to give a 504.”
504 Accommodations
How Section 504 defines (ADHD) Accommodations: When a child is determined to be eligible for services under Section 504, the school must eliminate barriers to his or her access to full participation in school activities, including the general education curriculum.
And last but not least, here is a great printable with lots of accommodation ideas for various disabilities. But, since it is put together alphabetically, ADHD is one of the first ones.
Good luck and I hope this helps.
