What’s Typical and How Do You Ask for More?

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If your child has attention deficit hyperactivity disorder (ADHD), chances are school can be challenging. ADHD symptoms go against the typical behavior expected in school:

  • Difficulty paying attention
  • Having too much energy, moving and talking too much
  • Acting impulsively without thinking or having difficulty with self-control

We know now that ADHD isn’t a behavior issue; it’s a medically diagnosable condition defined as “a developmental disorder associated with an ongoing pattern of inattention, hyperactivity, and/or impulsivity” according to the National Institute for Mental Health.

If your child has that official diagnosis, they may not be able to follow multi-step instructions. They may not have strong executive functioning skills, so papers get lost and assignments are forgotten. And forget about sitting still for hours in class!

If you’re the caregiver for a student with an ADHD diagnosis, how can you help them at school?

 

Typical ADHD accommodations in the classroom

If your student has a diagnosis (typically from a pediatrician or as part of a neuropsychological exam), you may have already worked with your school district to get an IEP (Individualized Education Plan). 

Part of that will cover accommodations, meaning “changes to the structures and/or the environment that provide support to help students access the curriculum,” according to the CHADD website (Children and Adults with Attention-Deficit/Hyperactivity Disorder).

Each school, teacher, and district handles ADHD differently, but you should expect accommodations like:

  • Taking breaks for movement 
  • Multimodal learning (for example a visual schedule with images instead of just a list of words; the ability to record instruction so they can listen later; visual timers)
  • Not having timed assignments, or having the time extended
  • Sitting close to the teacher or to peer models to help stay focused and take notes
  • Shortened assignments (maybe half the amount of math problems to show understanding)
  • Help with organization (e.g., how to use folders and planners)
  • Positive reinforcement (e.g., sticker chart for elementary students)
  • Wiggle seats or chair bands to still move while seated, a foot squishy, fidgets.

 

How to Talk to Teachers about Accommodations 

If you feel like your student continues to fall behind academically, or you keep getting calls from the school about behavior issues, what can you do?

“Start with the teacher and ask questions,” says Franklin Academy principal Kimberly Strandemo. “And if that doesn’t create the change you need, ask to talk with the Special Education Manager and ultimately the principal. Try to talk about specific issues, as in ‘We’re noticing they’re not turning in any homework, yet we don’t know what assignments they’re getting.’ Try to approach it as a team.”

 

A Tailored Approach to ADHD Accommodations 

As a school focused on individual learning needs, Franklin Academy (K-12) specializes in a range of neurodiverse learning styles. Whether it’s ADHD, the autism spectrum, or slow processing, the Academy was designed to have a calm, quiet energy. 

For example, in renovating their new campus, they added dimmer switches for all the lighting, and even adjusted small things like the noises lockers make when closing. Classrooms have fidgets, weighted blankets, stuffed animals, noise-canceling headphones, and other tools readily available. 

“Comparing Franklin Academy to other settings, I see the real benefit of smaller classes and teachers who are highly aware of diagnoses like ADHD,” says Allie Reid, Mental Health Counselor at Franklin Therapy, which is co-located with Franklin Academy. “The staff can take a preventative versus a reactive approach. They start with the knowledge of the diagnosis and then they apply a plan, versus waiting to see certain behaviors.”

When it comes to academics, the teaching staff approach each subject as individually as possible. For math accommodations, the teachers use manipulatives, and provide notes and outlines. When it comes to tests, the teachers allow plenty of time and also have students read out loud versus only providing written answers. 

For executive functioning, the teaching teams (which include teachers and behavior therapists) use multiple visual accommodations such as visual times, daily schedules, and visual expected behaviors. They use nonverbal cues and modify assignments and directions. Using a technique called “scaffolding” (breaking things down into smaller steps), they typically provide directions both verbally and in writing. 

Beyond the classroom, “We have monthly coffee & convo time dedicated to our parents, families and caregivers to come together and share,” said Sarah Makarem, Special Education Manager at Franklin Academy. 

 

Collaborate for Success

Living with ADHD can be a daily challenge, especially for younger children who are learning and growing – and not necessarily as self-aware as adults! Studies now are also identifying that ADHD shows up differently in girls versus boys. Girls tend to show more of the inattentive symptoms, while boys tend to show more of the hyperactivity or impulsive symptoms (as a generalization).

Knowing the learning differences is the first step. Finding collaborative ways to address them, from teachers to therapists to other parents, can lighten the challenge and turn learning from a struggle into a success.

 

CTA

If your ADHD student is struggling, reach out to talk about how Franklin Academy or Franklin Therapy might help. And if your student has already graduated from high school, Franklin Capstone has flexible options to prepare neurodiverse young adults (18-28) for a life of independence.