504 ADHD accommodations Checklist
- Preferential seating near the teacher
- Special chair to allow for movement
- Use of fidgets when necessary
- Use of visual timer when necessary
- Ability to chew gum when needed for focus
- Keep an extra set of textbooks at home
- Limited computer use or computer kept at school
- Allow headphones to deaden the noise of the classroom and school environment
- Extended time on tests, homework, and/or classwork
- Extra support in the form of an aid that may already be present in the classroom
- Large assignments can be chunked down into smaller parts
- Visual schedules to help remember certain tasks or activities
- More frequent breaks throughout the day
- A quieter environment to work in
- Clearly defined, written expectations for completing tasks
- Structure class periods with consistent routines
- Simplify directions and offer verbal or written explanations on a white board
- Additional help and support from teacher before/after school
- Provide a structured environment for studying
- Older students can provide extra help before or afterschool, during lunch
- Assistance with the use of organizational tools and note-taking devices
- Assistive Technology, like using a word processor instead of writing
- Using an interactive whiteboard for presentations
- Regular communication with parents to discuss progress and challenges
- Careful placement of desk to reduce distractions
- Simplify complex directions
- Weekly meetings with the school social worker or psychologist
- Written instructions or notes provided
- Allow resubmission of assignments or corrections
- Oral exams instead of written exams
- Longer transition times for students
- Special cues for transition times
- Help from the school Occupational Therapist
- Allow an extra set of books to be taken home
A 504 plan is an individualized document created to help a child gain better access to learning opportunities and environments.
Listed in the 504 document are reasonable accommodations or changes that the teacher can make to help your child learn more effectively within the regular classroom setting. Your child may benefit from extra support in class, extended time on tests, preferential seating, extra time for transitions ….the possibilities are nearly endless.
Many people at the school (and you!) will get to weigh in as this document is created. This includes teachers, administrators, and parents, who assess the student’s needs and develop strategies to help your child.
Keep the lines of communication open with your child’s teachers and the school psychologist as soon as you can – whatever point you are at in the in school year. It’s important that you act together as a team, as you are not with your child during the school day to observe their behavior.
You need to be very clear about what your child is experiencing at home, in terms of completing and understanding homework, difficulty getting to school, etc. Teachers and school staff will get great insight into what may be carrying over from the school day. In fact, it is a vital part of knowing how to help your child at school.