Accommodations for High School Students with ADHD: A Comprehensive Guide

Think about attempting to concentrate while in class, but your mind is always racing with ideas. You’re still thinking about what the teacher said five minutes ago when they’re teaching a challenging arithmetic problem. Tests feel daunting, notes appear disorganized, and deadlines come up out of nowhere. You’re not alone if this sounds familiar to you.

High school students with Attention-Deficit/Hyperactivity Disorder (ADHD) may have particular difficulties in conventional classroom settings. It can seem like a daily battle to stay organized, manage time, follow multi-step instructions, and stay focused. Nonetheless, students with ADHD can succeed in the classroom and beyond with the correct adjustments and assistance.

In order to help high school students with ADHD navigate the learning process, maintain their interest, and realize their full potential, this guide examines practical adjustments. Whether you’re a parent, teacher, or student, knowing and using these techniques can have a significant impact.

The Importance of Accommodations 

For adolescents with ADHD, high school might be daunting, but adjustments can help them overcome obstacles and succeed. The goal of these changes is to level the playing field and make sure that students have the resources they require to realize their full potential, not to give them unfair advantages. Students, parents, and teachers can establish a more productive and encouraging learning environment by recognizing common challenges and customizing modifications to meet each student’s requirements.

1. The Right to a Level Playing Field 

Section 504 of the Rehabilitation Act and the Individuals with Disabilities Education Act (IDEA) both provide students with ADHD the right to reasonable accommodations. These regulations guarantee that high school pupils get the assistance they require in order to attend education on par with their classmates. The goal of accommodations is to give students the resources and techniques they need to show their skills in a fair and organized manner, not to reduce expectations.

2. Common School Difficulties: Input and Output Issues

a. Input issues: Difficulty comprehending due to distraction

Distractions, both internal (such as wandering thoughts) and external (such as noise or movement), make it difficult for students with ADHD to concentrate, which frequently results in difficulties processing information. They can require information repeated several times, forget important instructions, or become disoriented during conversations.

b. Output issues: Struggles with executive functioning

Executive functioning issues can make it challenging for students to finish and turn in tasks, even when they comprehend the subject matter. They can have trouble managing long-term tasks, forget their assignments, or have trouble structuring their ideas into essays. These difficulties might cause academic setbacks and dissatisfaction in the absence of organized support.

3. Determining Appropriate Accommodations

a. Discuss challenges with the student

Talking openly with the student is the greatest approach to find beneficial accommodations. What is the most difficult thing for them? In what circumstances is learning more difficult? Making modifications that genuinely meet their requirements requires an understanding of their viewpoint.

b. Brainstorm potential solutions to address each challenge 

Students, parents, and teachers can work together to develop workable solutions once the problems are understood. For instance, a quiet testing area or noise-canceling headphones could be helpful if interruptions make it difficult to concentrate. Digital reminders or assignment checklists can help if forgetfulness is a problem. Individually designed accommodations can have a long-lasting impact on academic achievement.

Potential High School Accommodations (Categorized)

When it comes to helping kids with ADHD stay focused, finish assignments, and show off their skills, accommodations can make a big impact. Schools may establish a disciplined and encouraging learning environment that fosters both academic and emotional achievement by customizing services to meet the requirements of each student. Specific accommodations are listed below, broken down by subject and ability level.

1. Math Accommodations:

Students with ADHD may find math daunting since it requires accuracy, multi-step processing, and focus. Giving pupils organized support keeps them on course and lessens their frustration.

• If at all feasible, give tests more time and steer clear of timed fact tests.
• To avoid making the same mistakes over and over again, check work for accuracy in class.
• For multi-step situations, explicitly outline the steps to help direct the problem-solving process.
• Display sample issues in a reference notebook or on the board.
• In order to keep motivation and focus, assign fewer difficulties.

2. Writing Accommodations:

Writing calls on a variety of cognitive functions, such as grammar, motor abilities, and mental organization. These modifications can facilitate achievement and lessen the load.

• Software that converts speech to text can be used to assist with written expression.
• Permit tasks that don’t require written papers, like dioramas or movies.
• To lessen annoyance, allow typing rather than handwritten.
• When feasible, provide oral evaluations.
• Give suggestions and write templates to help organize answers.
• For essay planning, make use of timelines, mind maps, or visual organizers.
• To make assignments more doable, divide them into smaller steps.
• Don’t rely on your grade on neatness.
• Make use of word prediction technologies and contextual spell checkers.
• Permit the use of PDF annotation tools for online tests and worksheets.

3. Reading Accommodations:

Reading difficulties are frequently caused by issues with focus or processing vast volumes of text. Reading can become more accessible with these modifications.

• Tests can be read aloud to increase understanding.
• For reading assignments, use text-to-speech software or audiobooks with human narration.
• For digital texts, permit the use of literacy software, sticky notes, or highlighting.

4. Executive Functioning Accommodations:

Time management, planning, and organization are all impacted by executive functioning issues. Giving kids organized support keeps them on course.

• Offer an additional set of books for use at home.
• To relieve strain, aim to finish 75% of the required homework.
• To promote self-awareness, ask pupils how they plan to retain information or guidelines.
• To help with focus, provide full or guided classroom notes.
• Permit students to use Livescribe, Notability, or OneNote to record audio during class and sync it with their notes.
• To assist with assignment management, use assistive technologies.
• Allow extra time for tests and tasks.
• For clarity, give thorough written directions.
• Assignments can be posted online for convenient access or sent to parents.
• To keep track of crucial information, use a web clipper or digital notebook.
• Sort the items into “Next Action”-related folders.
• For improved time management, use a visual work timer or a kitchen timer.
• Set aside time to clear up your lockers to avoid chaos.
• Sort academic materials by color to make them easier to find.
• To aid in preparation, give study materials a few days prior to the test.

5. Emotions and Behavior Accommodations:

Impulsivity, impatience, and emotional control are issues that students with ADHD may face. These resources aid in their ability to properly control their emotions and maintain focus.

• When necessary, provide a place to relax or take a break.
• Make an appointment with a special education instructor or guidance counselor once a week.
• To help the teacher regain focus, let the pupils conduct errands.
• Periodically check in to gauge emotional needs and mood.
• Develop a Behavior Intervention Plan (BIP) for managing outbursts.
• To establish consistency, post explicit expectations and penalties.

6. Miscellaneous Accommodations:

Extra accommodations aid in promoting students’ achievement in a variety of academic domains.

• Assign an adult mentor to provide further assistance.
• Permit students to get extra credit for fixing errors on assessments.
• Give students a supervised study hall time to finish their assignments.
• To prevent interruptions or transitions, let students leave class early.
• To foster relationships among peers, encourage participation in a social skills group.
• To cut down on distractions, place pupils in the front.
• To assist kids in staying focused, use a secret signal.
• Give students five minutes to review their work before turning it in.
• When teaching science ideas and vocabulary words, use visual aids.
• To boost motivation, provide praise for good work and behavior.
• Provide a substitute activity for going to big gatherings.

Implementing Accommodations at School

Only when accommodations are utilized correctly and regularly can they be useful. For students to succeed, it is essential that schools comprehend and implement these assistance. Students and parents should take the initiative to request the accommodations they need.

1. Presenting Accommodations to the School:

Bringing accommodations into the classroom requires official paperwork and open communication. The needs and eligibility of the student determine the kind of support that is given.

• An Individualized Education Program (IEP), a 504 Plan, or an informal arrangement can all be used to set up accommodations.
• In order to support children in a general education setting, a 504 Plan offers adjustments.
• Under the Individuals with Disabilities Education Act (IDEA), a formal document known as an IEP describes accommodations and specialized education. Teachers are required to follow through on the agreed-upon supports, which is known as teacher compliance.

2. Ensuring Accommodation Application:

Accommodations might not always be applied consistently, even with a plan that has been authorized. To guarantee that support is given, parents and kids should take proactive measures.

• Get in touch with teachers at the beginning of the school year and provide them a copy of the 504 Plan or IEP. Check-ins on a regular basis assist guarantee that accommodations are being made.
• Raise concerns by asking for an IEP/504 meeting to discuss the matter if modifications are not being implemented.
• To enforce compliance, parents may, if needed, submit a formal hearing request or a civil rights complaint to the Office for Civil Rights (OCR).
• Parents and students can guarantee that accommodations are implemented successfully and enable students with ADHD to thrive in their school environment by supporting appropriate implementation.

Addressing Student Refusal of Accommodations

Even while accommodations might have a big impact on a student’s academic performance, some high school students might not want to use them. They may think they don’t need more help, feel ashamed, or worry about being noticed. Educating, empowering, and involving the student in decision-making are the keys to overcoming this reluctance.

1. Educating Teachers and Classmates 

Fear of being judged by peers or professors is a major factor in kids’ refusal of concessions. A more inclusive atmosphere where modifications are viewed as a means of success rather than a crutch can be created by educating the school community about learning impairments and ADHD.

• Instead of portraying accommodations as something “extra” for some kids, teachers should be trained to mainstream them and show them as methods for all learners.
• In order to lessen the stigma associated with accommodations like extra time on tests or seating adjustments, classmates should be made aware that everyone learns differently.

2. Balancing Input and Insistence

In addition to making sure the student gets the help they require, it’s critical to respect their feelings. Because they want to be autonomous or because they feel stigmatized, some students may refuse modifications. Parents and teachers ought to:

• Talk openly with them about their reluctance and acknowledge their worries.
• Describe the advantages in real-world terms, such as how extra time for exams or the use of organizing tools might help people succeed less stressfully.
• Strike a balance by letting students choose the adjustments they want rather than requiring them all at once.

3. Conducting an Efficacy Experiment 

Before they observe the change for themselves, some students may not understand how much adjustments help. Clear proof of their advantages can be obtained by carrying out an efficacy investigation.

• Give the student the opportunity to evaluate how well they performed on an exam, assignment, or homework with and without accommodations.
• Together, go over the findings to emphasize increases in precision, effectiveness, and decreased stress.
• Urge the student to consider the experience and determine which accommodations are most beneficial to them.

4. Building Advocacy Skills 

Students should be prepared to advocate for themselves during high school, especially when they move on to college or the workforce.

• Students should be taught how to articulate their learning disabilities and the ways in which accommodations support their success.
• Encourage them to practice asking for accommodations in a variety of contexts, such as talking to teachers or going over choices in college or a potential employment.
• Assist them in comprehending their legal rights under Section 504 and the ADA so they can continue to get the support they require in college and beyond.

Students can develop the courage to succeed on their own terms and become more at ease utilizing accommodations by learning, trying, and encouraging self-advocacy.

E. School Accommodations for ADHD (General) 

Students with ADHD may find high school too much to handle because of difficulties with executive functioning, organization, and attention. Thankfully, accommodations can give them the framework and assistance they require to be successful. These modifications assist students in maintaining organization, concentrating, and showcasing their skills without needless obstacles.

1. Key Accommodations: 

More time for exams: Without the stress of time limits, students can take their time processing the material.

Low-distraction environment: You can increase focus and reduce distractions by using a quiet area for tests and solo work.

Additional assistance in decomposing projects: Large assignments can be intimidating, therefore success is increased by segmenting them into manageable steps with distinct due dates.

2. Legal Rights: 

IEPs and 504 Plans: Under federal law, students with ADHD are legally entitled to educational accommodations:

• Classroom accommodations, such additional test time or preferred seating, are provided by 504 Plans (Section 504 of the Rehabilitation Act).
• Specialized teaching or services, such as behavioral support or speech therapy, are provided through IEPs (Individualized Education Programs under IDEA).

Success tools, not exclusive rights: Instead of providing an unfair edge, accommodations are meant to level the playing field. In the same way that glasses assist students with visual problems, they cater to certain learning demands.

3. Class Environment 

Students are required by law to be in the least restricted setting possible so they can flourish. This frequently consists of:

• Taking a seat far from sources of distraction, such as the teacher, windows, or chatty classmates.
• Room for mobility, like standing workstations or pauses for moving.
• Screen usage should be limited since excessive use might be overstimulating.
• Digital timers, color-coded charts, and posted timetables are examples of visual reminders of guidelines and due dates.

4. Communication 

Effective use of accommodations requires constant communication between parents, instructors, and students.

• Students’ opinions are important, so find out what works for them.
• To reduce misunderstanding, provide precise, unambiguous directions.
• Send out regular reminders regarding due dates and tasks.
• Set up a location (digital or physical) for crucial information and schedules.
• Reduce misconceptions by communicating boundaries and expectations clearly.
• Consistently provide constructive criticism and encouragement.
• To keep things consistent at home and at school, keep parents and other caregivers informed.

5. Organization: 

Organizational techniques are crucial since executive functioning is impacted by ADHD.

• Promote the use of digital tools or planners for assignment tracking.
• Subjects, folders, and notes should all be color-coded.
• Simplify documentation to prevent clutter.
• Divide large projects into smaller ones.
• Establish mini-deadlines to avoid tension at the last minute.
• If necessary, provide organizational training via an IEP.

6. Tests and Assignments: 

Typical accommodations consist of:

• Due dates that are flexible to accommodate time management and pace.
• Longer test duration to allow students to think and react without feeling rushed.
• To cut down on distractions, test in a different, peaceful space.

  7. Behavior Management: 

Instead than punishing impulsivity or inattention, ADHD symptoms should be supported.

• Clearly define your expectations and enforce them consistently.
• To promote desired actions, use positive reinforcement.
• Offer incentives that are based on the student’s interests.
• Make individualized behavior programs to deal with certain issues.
• Make sure all demands are satisfied by supporting inattentive ADHD as well as hyperactive symptoms.

  8. IEP and 504 Plans: 

• In a general education context, 504 Plans offer accommodations (e.g., extra time, seating modifications).
• Under IDEA, IEPs provide specific training or services.
• Refusing to make accommodations could be against federal law, and some students are eligible for both.

F. Parental Experience 

Navigating the educational system as a parent of a child with ADHD or learning challenges can be unpleasant and demanding. While accommodations are legally mandated, some schools and teachers may be dubious or hostile. For their child to flourish, parents must speak out for their needs, clear up misunderstandings, and come up with solutions.

1. Dealing with Skeptical Schools: 

a. Teachers may see requests for accommodations as excuse for good grades. 

Instead of offering equal access, some educators can mistakenly believe that adjustments provide pupils an unfair edge. They might think that pupils should “just try harder” or that there are too many people with ADHD. This mistrust may result in opposition to the implementation of accommodations, which would make it challenging for pupils to get the help they require.

b. Teachers at high school level lack training.

Many high school teachers are unaware of ADHD and learning problems, even though elementary school teachers frequently receive some special education training. They might not comprehend:

• The effects of ADHD on organization, focus, and executive performance.
• That even intelligent students can have difficulty with some assignments.
• Why even high-achieving pupils require modifications.

2. Key Issues:

a. High achieving kids

Some teachers minimize the difficulties faced by kids with ADHD when they achieve academic success. They could say stuff like:

• “They don’t require accommodations if they can pass an exam with an A.”
• “They simply must exercise greater responsibility.”
• “Maybe they don’t require additional assistance; they seem fine in my class.”
• But grades by themselves don’t provide a complete picture. Even if a child is doing really well in school, their ADHD may cause them to struggle with anxiety, time management, and organization.

b. Grade emphasis

The goal of accommodations is to enable students to realize their full potential without needless barriers, not only to improve their scores. In the absence of accommodations, pupils might:

• To keep their grades high, they overwork themselves to the point of exhaustion.
• Feel frustrated and stressed out all the time.
• have unfavorable opinions on their own skills.
• With accommodations, their success is determined by their skill and effort rather than by obstacles.

3. Solutions: 

a. Self-advocacy

Long-term success depends on teaching students to express their needs. Early practice of self-advocacy skills will aid students in college and in their future careers. Parents may teach their children to speak out in class, remind teachers of accommodations, and ask for support when necessary.

b. Work alongside a peer 

Students may keep organized, get clarification on instructions, and stay involved in class by pairing up with a trustworthy classmate. To encourage cooperation, parents should discuss structured peer support with teachers, such as study partners or group projects.

c. Study for tests with a group

Students with ADHD may benefit from the accountability and structure that group study sessions offer. To reinforce learning through discussion, parents can urge their kid to join a study group with classmates or take part in tutoring sessions hosted by the school.

d. Read through a chapter before its covered in class and review again after it’s covered

Learning is reinforced by going over the subject both before and after class. Parents might encourage their children to take quick notes and skim upcoming courses. The procedure can also be streamlined by using movies or audiobooks for pre-learning.

e. Break down projects and reports into stages each with their own completion date

Procrastination might result from feeling overburdened by large assignments. Parents can assist by creating a planned timeline with mini-deadlines, tracking progress with planners or digital tools, and acknowledging minor victories along the way.

f. See the teachers as partners in the student’s road to success 

Establishing a good rapport with educators can have a big impact. In order to support their child’s learning needs, parents should view teachers as allies who communicate frequently, share observations, and collaborate to discover solutions.

g. Use executive functioning: leverage student’s strengths instead of continually trying to build up weakness 

Parents can assist their children in creating tactics that capitalize on their strengths rather than concentrating on their shortcomings. For instance, mind maps and diagrams can be helpful if a learner learns well with visual aids. Students can also manage their tasks more efficiently by putting in place reward systems, regular routines, and assistive technologies.

Parents can assist their children in navigating school and developing critical life skills for the future by effectively advocating on their behalf, cooperating with educators, and putting individualized plans into practice.

Conclusion 

The goal of offering accommodations for high school kids with ADHD is to give them the resources they need to learn and succeed, not to give them an unfair edge. These accommodations, which range from extra time on exams to executive functioning techniques, can significantly impact a student’s self-esteem, academic achievement, and general well-being. To guarantee that accommodations are appropriately implemented and customized to meet each student’s requirements, parents, teachers, and students must collaborate.

It can be difficult to navigate your legal rights and educational accommodations, but you don’t have to do it alone. K Altman Law is here to support families in understanding their rights, fighting for the assistance they need, and making sure schools fulfill their obligations. 

Every student deserves an equal opportunity to achieve, so if you’re having trouble getting accommodations for your child, let our knowledgeable staff help you through the process. Get in touch with us now!