Accommodations for High School and College
ADHD
Preferential seating, i.e., sitting near the front of the room and away from doors, windows, and other distractions.
Provide a copy of the instructor’s notes or have a designated note taker if note-taking is problematic.
Provided copies of textbooks on tape and/or computer-aided instruction in areas of low interest.
Allowed to take tests in a distraction-free environment
Allowed extra time on exams with a time limit or that require a lot of writing.
Allowed to tape record lectures
Use word processing programs with grammar and spelling checkers for his papers, classwork, and homework as is feasible.
Use computer-aided instruction when possible
Shorten assignments; break longer assignments into smaller parts.
Simplify/repeat/reword complex directions and check for understanding.
On-task reminders/redirections as needed
One-on-one instruction when needed
Break long-term projects into smaller parts and prepare a timeline for each part. Use a “month-at-a-glance” calendar to track long-term assignments. Organize when work segments are to be completed.
Scratch paper or electronic devices (always available in the real world) to aid in problem-solving or simple arithmetic/word processing/spell check.
Processing (Visual Motor) Speed
Allow extra time on tests that require extensive writing.
Allow to take tests orally when extensive writing is required.
Being provided a copy of classroom notes from the teacher or a designated note taker.
Use word processing programs with grammar and spelling checkers for all papers and homework as is feasible.
Tape record lectures.
When copying from the board is required, provide students with the information or allow the use of note-takers.
When an assignment is to copy questions from the board or book and then write the answers, allow to write the answers only.
Reduce the amount of work to the amount needed for mastery.
Working Memory
1. Provide a copy of notes from another student or the teacher if note-taking is a problem
2. Reduce distractions with preferential seating and with testing in separate rooms.
3. New information or instructions may need to be kept brief and to the point or repeated concisely.
4. Develop and use checklists.
5. Allowed extra time on exams.
6. Shorten assignments; break longer assignments into smaller parts.
7. Break long-term projects into smaller parts and prepare a timeline for each part. Use a “month-at-a-glance” calendar to track long-term assignments. Organize when work segments are to be completed.
8. Use a planner
Handwriting
Allow extra time on tests that require extensive writing.
Allow to take tests orally when extensive writing is required.
Being provided a copy of classroom notes from the teacher or a designated note taker.
Use word processing programs with grammar and spelling checkers for all papers and homework as is feasible.
When copying from the board is required, provide students with the information or allow the use of note-takers.
When the assignment is to copy questions from the board or book and then write the answers, allow to write the answers only.
If writing is illegible, allow verbal clarification.