ADD_ADHD

The "traditional" traits of ADHD are inattention, hyperactivity, and impulsivity. A student's potential for academic
success is contingent upon a number of factors, including (but not limited to) his/her ability to attend to and follow
classroom requirements and expectations. A student who exhibits traits commonly associated with ADHD may
have a difficult time completing academic requirements. That student may also have a challenging time developing
and maintaining appropriate relationships with his/her classmates.

The Diagnostic & Statistical Manual for Mental Disorders (DSM-IV-TR 2000) enumerates criteria for diagnosing
ADHD. A "synopsis" of these criteria are as follows:

Inattention

Overlooks details and makes careless mistakes in schoolwork
Has difficulty maintaining attention on tasks or play activities
Is often easily distracted
Does not appear to listen when spoken to
Is often times forgetful
Fails to follow directions; neglects to complete schoolwork, household jobs, or workplace tasks
Exhibits difficulty in organizing activities or in following through on instructions
Avoids or resists tasks that require extensive mental effort for a extended periods of time
Often loses items necessary for schoolwork (i.e.assignments, pencils, books, etc.).

Hyperactivity

Fidgets with hands or feet or squirms in desk; aappears restless
Exhibits excessive talking
Repeatedly gets up from desk at inappropriate times
Moves and climbs in inappropriate times and in inappropriate places
Exhibits difficulty when attempting to play quietly.

Impusivity

"Blurts" out answers prematurely
Interrupts others excessively
Has difficulty "waiting" for his/her turn
Shifts from one unfinished task to another

A student exhibiting combinations of these behaviors may benefit from certain instructional strategies and
interventions. These strategies and interventions can by incorporated into an IEP, but only if the child is deemed
eligible for special education and related services.

While a child with ADD or ADHD may be eligible for special education programming, an IEP is not a "given." The
Individuals with Disabilities Education Act (IDEA) lists thirteen categories of disabilities that may result in a child
receiving an IEP. A child is deemed eligible for an IEP if the child has one of IDEA's enumerated disabilities, and
that child, "by reason [of his/her disability] needs special education and related services."

The thirteen categories of disability listed in IDEA are as follows:

Autism
Deaf-blindness
Deafness
Hearing impairment
Cognitive impairment
Other health impairment
Emotional disturbance
Specific learning disability
Speech or language impairment
Traumatic brain injury
Visual impairment, including blindness

You will probably notice that ADD/ADHD are not included among those "IDEA-eligible" disabilities. (Click here
for more on eligibility.) The United States Department of Education (DOE) had solicited public comments about
possibly adding ADHD to the 1990 IDEA amendments. ADHD did not end up becoming a separate category.

So, can a child with ADHD obtain an IEP? The answer is yes, sometimes. In 1991, the United States DOE
produced a joint policy memo declaring that a student with ADHD could still be eligible for special education and
related services pursuant to the three following categories: specific learning disability, serious emotional disturbance,
or other health impairment. (To read the Joint Policy Memo, click here.) Additionally, a child with ADHD may also
be eligible for services pursuant to Section 504 of the Rehabilitation Act of 1973.

In order to determine whether or not a child with ADHD is eligible for special education and related services, the
parent must request an evaluation. (To see sample letter requesting evaluation, click here.) The school district then
makes a determination as to whether or not an evaluation is warranted.

Assuming that a child is deemed IDEA-eligible, an IEP will be developed. The IEP should be customized to
address the unique ways in which the child's education is negatively affected by his/her ADHD. A general selection
of accommodations and instructional strategies and practices follows. When reviewing them, remember that each
child's unique needs should determine which strategies are employed. Each child is a "classroom of one" - what
works for one does not necessarily work for another!

Academic Strategies

Review previous lessons before introducing new lessons
Provide a general overview of a new lesson before beginning instruction
Inform the student of the "learning expectations"
Specify what materials the students will need to complete a task
Keep instructions simple
Have student repeat instructions aloud
Use physical and non-verbal cues to help student stay on task
Utilize multi-sensory instructional strategies
Ask questions to assess student's understanding of material
Assist students in identifying and correcting their own mistakes
"Chunk down" assignments into smaller, more manageable tasks
Periodically review the child's work to assess progress
Use highlighters, highlight tape or bold font to identify key points
Use "timed" tests or activities sparingly
Provide student with an advance warning that a lesson is about to end

Behavioral Supports

Keep classroom rules simple and predictable
Emphasize praise, rather than punishment
Remove distracting items from environment
Offer manipulatives or "fidget toys" to soothe the student
Orchestrate opportunities for the student to leave class in order to re-group and stay focused
Provide immediate praise to support positive behavior
Ensure that praise is sincere
When praising the child, specifically mention which desired behavior the child is exhibiting
Give praise in a variety of ways
Use visual cues to remind the student to stay on task
Consider initiating a Functional Behavior Assessment and developing a Behavior Intervention Plan

Environmental Accommodations/Modifications

Keep noise level to a minimum
Use preferential seating (i.e. student near teacher, blackboard, good student model)
Set up private work areas with minimal distractions
Provide student with a note card or other "tracking" device to use when reading
Use a visual timing device for student to see how much time remains for completion for task
Turn on and off classroom lights as visual cue to transition
Turn on and off lights, or turn on music to indicate that it is too noisy
Provide foot rests or supports to keep feet from "dangling"
Provide therapy balls or "hippity-hops" for students to sit on

For more ideas, visit our Accommodations page.

Articles, Reports and Links on ADD/ADHD

Identifying and Treating Attention Deficit Hyperactivity Disorder: A Resource for School and Home , U.S.
Department of Education, Office of Special Education and Rehabilitative Services, Office of Special Education
Programs, Washington, D.C., 2006.

Teaching Children with Attention Deficit Hyperactivity Disorder: Instructional Strategies and Practices U.S.
Department of Education, Office of Special Education and Rehabilitative Services, Office of Special Education
Programs, Washington, D.C., 2006.

Attention Deficit Hyperactivity Disorder, National Institute of Mental Health report, A detailed booklet that
describes the symptoms, causes, and treatments, with information on getting help and coping.

A Look at Attention Deficit Hyperactivity Disorder, National Institute of Mental Health report, An easy-to-read
booklet with personal stories of attention deficit hyperactivity disorder (ADHD) — includes a checklist of symptoms
and tips on getting help.

NIMH Research on Treatment for ADHD, National Institute of Mental Health research

Michael Phelps and ADHD, by Michael Winerip, New York Times

Living with ADD Galway Advertise

Can attention deficit be framed as a gift? By Tara Parker-Pope International Herald Tribune

Brain abnormalities that may play key role in ADHD Kennedy Krieger Institute Science Daily

ADHD Children Draw Focus From Nature News Radio 630 WLAP