Accommodations
and Modifications are developed by a team of professionals (including the parent).
This list is NOT MEANT to suggest that all students with ADHD or other mental
health condition necessarily require educational accommodations. This list is
simply provided for information purposes and should not be construed as an
endorsement of need for any particular student.
Additional
time to complete assignments
Administration
of the test at the most beneficial time of the day to the student
Allow time for oral responses
Allowing completion of unfinished seatwork at home
Alternative
assignments
Arithmetic
table or formulas for use on math tests
Assist
student to generate ideas and list them
prior to completing writing assignments.
Breaks between tasks
Classroom aide
Daily/weekly
behavior chart
Devise
alternative ways to test student knowledge
Different
testing location
Essay responses dictated orally
Extra time on a test within a testing day
Extra time to process auditory information
Extra time to transition to changes in schedule
Flexibility in sitting/movement
Folder to organize work
Help w/ organizational skills
Home/school
journal
Homework
assignment book
Incorporate
as much routine as possible into the school setting
Language strategies of maps-story narratives
Large print versions of test items
Limit
copying from book/board
Model
appropriate behavior/responses
Modify work demands to increase students' success
rate
New
concepts to be reinforced with opportunities for individual instruction from
teacher
One step directions
Oral
testing when necessary
Peer
Tutoring
Portfolio
Assessment
Preferential
seating w/good peer model
Prompts for expanded language
Prompts
for pragmatic skills as needed
Prompts
for student to self-advocacy needs
Prompts
to slow down
Prompts to verbally remain on topic
Provide a 'buddy' to transition to new situations/places
Provide
a daily schedule (visual or auditory format)
Redirect
to check work
Reduce distractions as much as possible
Reduce
homework assignments
Schedule
academic tasks in the morning and nonacademic tasks in the afternoon
Shortening the length
of in-class assignments
Simplify
steps in a process
Small
group skills reinforcement
Studies more project oriented with fewer written
requirements
Supervised breaks within a section of the test
Test over more than one day
Test questions read aloud to student
Use
of a calculator
Use
of a dictionary
Use
of computer for written work
Use of math manipulatives on the math tests
Use of short and simple instructions
Use of spellchecker, word processing, or word processing
software to check spelling and grammar.
Visual/verbal cues from teacher especially during directions
