Section 504 Accommodations For Students With ADHD

Initial diagnosis and treatment of ADHD

Typically, an accurate ADHD diagnosis is the first step toward services for a child at school. After the child has been evaluated and diagnosed by a professional, steps can be taken to identify, monitor, and treat ADHD symptoms. Often, a child's treatment plan will consist of medication and therapy, though it can vary depending on the individual. Once these supports are in place, it may be time to evaluate whether additional measures, such as 504 accommodations or assistive technology, are necessary at school to support students with ADHD in their educational setting. These ensure that ADHD students have equal opportunities and availability to public education, in line with federal laws like the Disabilities Education Act and the Rehabilitation Act.

What are Section 504 accommodations?

Rehabilitation Act vs Individuals with Disabilities Education Act

Seeking educational support services for a child can be confusing at first. You may have heard the terms IEP and 504 and wondered how they differed. An individualized education plan (IEP) is a special education plan governed by the Individuals with Disabilities Education Act (IDEA). IEPs are used for students who have one of several different categories of learning disabilities. Children with qualifying conditions, such as intellectual developmental disorders and speech and language impairments, may be eligible for specialized instruction and independent skills training. Special education services under a child’s IEP program will often be provided outside of the classroom, with a special education instructor, school psychologist, occupational therapist, or other professionals.

When special education is requested, the school often evaluates the child to determine whether accommodation is necessary. ADHD may not be eligible for special services under an IEP if the school decides that a child's symptoms don’t rise to the level of a disability under the IDEA. Often, a child will need to have a learning disability in addition to ADHD to qualify for an IEP. 

Most students with ADHD, however, qualify for services and support under a 504 plan. Section 504 of the Rehabilitation Act offers a broader scope of coverage for various disabilities that require support. Accommodations established under a 504 plan, such as extended time for tests, preferential seating, or clear and simple directions, are considered learning support services and are normally designed to manage symptoms in the educational setting, as opposed to outside of it. These help ensure a least restrictive environment for students, promoting positive behavior and equal opportunities alongside non-disabled students.

How a child qualifies

To qualify for support for a child with ADHD under Section 504, governed by federal laws and part of the Disabilities Act, there typically must be evidence that a child's symptoms are significantly impacting their educational performance in the public education setting. The degree of impairment will vary and may present as poor test scores, significant difficulty completing class assignments or homework assignments, or behavioral issues affecting the student's ability to learn.

If you're not sure whether a child may qualify for an IEP or a 504 plan, you can seek support from the special education department of your child’s school district. It's crucial to address these learning challenges promptly to ensure the student's working memory and other cognitive abilities are well-supported throughout the school day to create an inclusive environment where all students tend to succeed.

ADHD symptoms can vary greatly depending on the individual, so adjustments will usually be tailored to each child's unique challenges, whether they involve excessive talking during quiet periods, inattention due to proximity to distractions, or difficulty staying seated. Once each child's specific obstacles are identified, accommodations can be put in place to minimize their impact.

Possible accommodations for students with ADHD include:

Impulsive behavior:

Immediate, predetermined consequences

A child’s teachers and school staff can help provide behavioral guidance to a child with ADHD by clearly defining the consequences of breaking rules. This can also help with positive reinforcement when a child’s behavior is within the rules. 

Behavioral contracts

Outlining the behavior expected of a student can help them better understand how to engage in class. A behavioral contract can be personalized and may include expectations for the student, teachers, and caregivers.

Sitting in the front row

A common way for teachers to provide adjustments to students with ADHD is to ensure they’re seated in a way that limits distractions. Often, this means placing them toward the front of the class, where they may be less likely to focus on other students or external stimuli.  

Hyperactivity:

Frequent breaks between activities

Peer-reviewed studies have revealed a strong connection between mental fatigue and ADHD. Because cognitive challenges may worsen over a long period for children with ADHD, frequent breaks can help them avoid exhaustion.

Fidget devices

The use of stress balls and other fidget devices has been shown to decrease disruptive behavior and promote classroom engagement in children with ADHD. Providing children with such devices may be a helpful part of a child’s plan. 

Distractibility:

Visual aids

Infographics and other visual aids can help students who may otherwise struggle to focus on or understand the subject matter being discussed.  

Test-taking accommodations

Distractibility and other core symptoms of ADHD can significantly impact a child’s test scores. Providing a student with extended time, a quiet room, or technological assistance during tests can help set them up for success. 

Copies of class notes

Because notetaking may be difficult for children with ADHD, providing outlines of the content they’re learning and similar accommodations can be helpful. A student may follow along with—and add to—a teacher’s notes or utilize a note-taking service in class. 

Audiobooks

Special services under a 504 plan may include letting a student utilize audiobooks in lieu of reading. This can be helpful for many children with ADHD, who may struggle to sit still and absorb written information.

Disorganization:

Color-coded folders

Organizational training is often an important component of a child’s accommodations. This can include teaching them to use color-coded folders, which may make keeping track of materials easier. 

Reminder checklists

Visual cues can help students remember important information, which can be hard for children with ADHD. Checklists may be related to a child’s schedule, current tasks, or school supplies. 

Modified homework assignments

Examples of alterations to a child’s homework include providing more time for an assignment, detailed instructions, and the option to turn in an oral report instead of a written one.

Additional accommodations for ADHD, in line with civil rights and educational support, may include a daily progress report sent home from the teacher, a reward system for completing assignments or written work, or extended project deadlines. The accommodations chosen often depend on the student's areas of concern, grade level, the school's available resources, and the teacher's preferences. Teachers may also implement strategies such as providing clear instructions and reminders to keep the student on track and engaged in the learning process or use visual or verbal prompts to cue student attention and remind them of upcoming tasks or deadlines.

How to initiate an assessment

To begin the evaluation process, you can contact the school district's main office and find out the name and information of the 504 accommodations coordinator or a similar administrator. This information may also be available on the district's website. Typically, you will state your concerns to the coordinator about how the child's ADHD is impacting their academic performance. Include plenty of detail in this correspondence, add the date, and save a copy for your records.

Once the coordinator receives your correspondence, they should contact you within a week. If you don't receive a timely reply, follow up by phone or email.

Unlike an IEP, a 504 plan usually does not require a formal meeting with the parent or caregiver, although most schools initiate one anyway. If they don’t, you can request a formal meeting to go over the 504 plan so that you can provide your input.

The evaluation process 

Typically, the child’s school will conduct an initial assessment to determine whether 504 accommodations may be necessary. During the evaluation period, the coordinator will usually gather findings from school records, standardized test scores, completed work, teacher statements, and medical histories. The coordinator may also perform a behavioral assessment and classroom observation of the child.

There is often a lot of paperwork involved in the 504 process. Consider keeping a file folder or binder with all relevant documents, including report cards, copies of home-school communication, progress reports, doctor evaluations, and information about any medication the child is on. You can bring this folder to meetings and keep it updated regularly.

The school may contact you during the evaluation process for an initial phone interview. The coordinator could also ask you to sign a release form allowing the school to request medical records from the child's pediatrician and any specialists.

A final determination may then be made as to whether the child's ADHD symptoms qualify them for learning support services.

Developing the plan

If the school determines that the child is eligible for 504 coverage, a plan will then be created by the coordinator and the child’s teacher. After that, you will probably be contacted to schedule an in-person meeting at the school. The child's teacher and the coordinator will likely be present at this meeting, along with—if necessary—a school counselor, the child’s therapist, an administrator, and other individuals who know the child’s needs. During this meeting, the plan will typically be presented and explained.

This is an opportunity for you to be vocal about your goals for the child's education. You can ask any questions and clarify points as needed, ensuring that you understand the school's conclusions and are aware of how the proposed accommodations will benefit the child. As the child’s caretaker, you’re able to advocate for them—so don't be afraid to speak up.

Once everyone has agreed on a plan for accommodations, the paperwork can be finalized and signed. It would help if you were given a copy for your records.

If the child doesn't qualify

If the school determines that the child does not qualify for either an IEP or a 504 plan, you typically have the right to challenge the decision. You may also be able to request additional evaluations. There could be information you didn’t include originally or recent developments that may signal the need for accommodations. You might also want to hire an attorney who can appeal the decision, seek mediation, or pursue other legal channels to help the child obtain a 504 plan.

Monitoring progress and making adjustments

Once a 504 plan is put into action, you can monitor the child's progress to gauge the effectiveness of accommodations. Sometimes children need further assistance, and 504 services may need to be adjusted or expanded. If you feel that the child is not progressing appropriately or requires additional support, contact the 504 coordinators or the child's teacher.

Unlike with an IEP, the school isn’t normally required to hold an annual meeting to update a 504 plan. However, it may be a good idea to request that one be held at the start of each school year. A reevaluation could also be necessary if there is a significant change in the child's life, such as an adjustment to their medication or a move.

Seeking support through online therapy

The evaluation and determination process for 504 services can be stressful for parents and other caregivers. It's important to focus not only on the child's mental and emotional health but also on your own. Studies show that online therapy can help alleviate symptoms of a wide range of mental health conditions, including those related to stress and anxiety. In a broad-based review of over 90 studies, researchers found that online therapy is as effective as in-person therapy. The analysis specifically noted the potential long-term benefits of online therapy for stress-related concerns. 

Speaking to a therapist online can allow you to express your concerns, gain valuable insights, and receive support. With an online therapy platform like BetterHelp, you can participate in therapy through video calls, voice calls, or in-app messaging, which can be helpful if you’re busy helping raise a child. You’ll also have the option of reaching out to your therapist outside of sessions. If you have a question or want to clarify something mentioned during therapy, you can send your therapist a message, and they will respond when they’re able.