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Children's Integrated Center for Success
Every Child, Every Time
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by Caronne Taylor Bloom

Maximize your child’s potential: What every parent of a child with ADD/ADHD should ask for in their child’s IEP or 504

Every child is unique and special. This is also true for children with ADD/ADHD.  There are, however, common challenges that every child faces including, organization, meeting due dates, and demonstrating what they know.  Whatever struggles here is a list of accommodations every parent should consider requesting in their child’s IEP or 504b plan:

·        An extra set of text books/reading books at home.  This reduces how much your child will need to carry back and forth between school and home.  This reduces forgetting and increases accountability. 

·        Preferential seating.  Make sure your child is seated close the teacher and far away from doorways, windows, and other “hotspots” of distractions.

·        Access to frequent breaks, “fidgets”, and snacks.  Your child will be able to concentrate and get more work done if allowed to get up and move around.  Fidgets refers to the use of small stone, ball, or sticky tack.  Something small that can be squeezed and/or rubbed in the hand. This stimulating movement helps channel extra energy and enables the student to focus.  Snacks between meals can also assist students who need to eat more frequent small meals throughout the day. 

·        A system for communicating assignments and their due dates.  This could be a syllabus of the class that includes projects, test topics and their due dates. Another option is to have the teacher sign your students’ planner each day.  For older students this could be access to the update website, while younger students a daily communication book that travels between home and school.

·        A system to turn in assignments.  This could be as simple as a pocket folder with each pocket labeled “Home” and “School”.  Homework and papers that need signatures go into the home side of the folder and after completed move into the school side to be turned in the next day.  This could be partnered with a home/school communication book. 

·        A system for access to the teacher’s lessons.  This may mean being allowed to record teacher’s lessons, photograph notes presented on the board, or being given a copy of the teacher’s notes and/or handouts. For older students, teachers can assign a “note-taking” partner.  Parents who have internet and email access can ask for electronic copies, as these are less likely to get lost.

Have other suggestions or ideas that worked for your son or daughter with ADD/ADHD? Have questions or topics you would like to read about? Please submit your comment to me below:

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