Organizational Supports ( Public group )
Many students with ADHD have significant difficulties with organization.

They are more likely to respond positively when teachers establish class routines and set procedures and maintain a well-organized learning environment.

Clear rules and advanced planning are keys to success for teachers of students with ADHD.


The following organizational supports are particularly useful. Students should be taught to use these tools through teacher modeling and guided practice with feedback before being expected to use them more independently.

Assignment Notebook: Provide the student with an assignment notebook to help
organize homework and seatwork.

Color-Coded Folders: Provide the student with color-coded folders to help
organize assignments for different academic subjects.


Homework Partners: Assign the student a partner who can help record
homework and other seatwork in the proper folders and assignment book.
Clean Out Dates: Periodically ask the student to sort through and clean out his or
her desk, book bag, and other special places where written assignments are stored.

After it has been determined that a child is eligible for special education and related services under IDEA, an IEP is developed that includes a statement of measurable annual goals, including benchmarks or short-term objectives that reflect the student's needs. The IEP goals are determined with input from the parents and cannot be changed without the parents' knowledge. Although children who are eligible under IDEA must have an IEP, students eligible under Section 504 are not required to have an IEP but must be provided regular or special education and related aids or services that are designed to meet their individual educational needs as adequately as the needs of nondisabled students are met.

Give directions to one assignment at a time instead of directions to multiple tasks all at once;
Vary the pace and type of activity to maximize the student's attention; and
Structure the student's environment to accommodate his or her special needs. For example, the student can be seated away from potentially distracting areas (such as doors, windows, and computers) or seated near another student who is working on a shared assignment.

Studies found that students with ADHD, compared to students without ADHD, had persistent academic difficulties that resulted in the following: lower average marks, more failed grades, more expulsions, increased dropout rates, and a lower rate of college undergraduate completion (Weiss & Hechtman as cited in Johnston, 2002; Ingersoll, 1988).

Two important federal mandates protect the rights of eligible children with ADHD-the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act of 1973 (Section 504). The regulations implementing these laws are 34 CFR sections 300 and 104, respectively, which require school districts to provide a "free appropriate public education" to students who meet their eligibility criteria. Although a child with ADHD may not be eligible for services under IDEA, he or she may meet the requirements of Section 504.

What is Attention Deficit Hyperactivity Disorder? - ADDED

Primer text from the College of William & Mary.
https://education.wm.edu/centers/ttac/documents/packets/adhd.pdf


Many students with ADHD have significant difficulties with organization.

They are more likely to respond positively when teachers establish class routines and set procedures and maintain a well-organized learning environment.

Clear rules and advanced planning are keys to success for teachers of students with ADHD.


The following organizational supports are particularly useful. Students should be taught to use these tools through teacher modeling and guided practice with feedback before being expected to use them more independently.

The following organizational supports are particularly useful. Students should be taught to use these tools through teacher modeling and guided practice with feedback before being expected to use them more independently

https://education.wm.edu/centers/ttac/documents/packets/adhd.pdf

PRIMER: What is Attention Deficit Hyperactivity Disorder? - ADDED
Classroom Interventions for Attention Deficit/ Hyperactivity Disorder Considerations Packet

Primer text from The College of William & Mary

ADHD is one of the most commonly diagnosed conditions of children (Centers for Disease
Control and Prevention, 2015)

Choice as Reward: Choice in and of itself appears to be highly reinforcing.
Provide choices of activities between assignments or embed choices within
assignments (e.g., choice of materials, readings, response modes, peer partners).
Choices also provide students practice in decision making.


Checking With Chimes: In order to teach students to monitor their attention to
task, set reminders at random intervals on an electronic device, such as a
smartphone or kitchen timer. Time intervals should be set based on the student’s
attention span and the pace of the lesson (typically 3 to 5 minutes). When the
tone sounds, the student charts or marks whether she is engaged in learning. A
simple yes or no checklist works well. Students can monitor their own behaviors
by giving themselves points or checkmarks for appropriate behavior. Extra points
may be awarded when student and teacher ratings match. The student could then
chart her score using a computer program, tablet, smartphone, graph paper, or
poster board.

Behavior Management Strategies and ADHD students
Text from William & Mary and Texas A&M
https://education.wm.edu/centers/ttac/documents/packets/adhd.pdf

The goal of behavior management strategies is to help students learn to manage their own
behavior. The following strategies are most effective when used in conjunction with evidence based instructional strategies.


Prevention Strategies
Here are some preventive measures that support students in demonstrating positive
behavior.

To add to the complexity of the diagnosis, children with ADHD are likely to have co-existing emotional, behavioral, developmental, learning, or physical conditions (Wolraich & DuPaul, 2010).

As a result of the behaviors listed above, students with ADHD are at greater risk of academic
difficulties, social/emotional issues, and limited educational outcomes.


The degree to which attention impacts a student’s academic and social performance is related to the interactions between the student’s academic and behavioral needs and the environmental
demands.

Therefore, it is not unusual for the student to perform differently across settings.

For example, a student with ADHD may experience academic success in elementary school;
however, when he enters middle school, the increased academic and organizational demands
may increase his need for additional academic and behavioral supports