There are many students with ADHD in school communities who have 504 Plans. In order to qualify under the 504 section of the Rehabilitation Act of 1973, a student must have a substantial cognitive or physical impairment that limits his or her ability to fully access the learning environment or engage in one or more major life activities.
The 504 Plan Checklist
504 Plans provide a checklist of educational accommodations and modifications to help students become successful in the educational environment. The following list can show teachers and resource staff how to maximize the most effective learning environment for students with ADHD who don’t qualify for special education services, but who have accommodations under a 504 Plan.
Lesson Plans and Instruction
- Create visual aids and write the learning objectives on the board.
- Create a pair-share student relationship where students with 504 Plans can have student peers or helpers in the classroom.
- Provide students with written outlines or lesson outcomes.
- Use a diversity of learning modalities to present instruction and material.
- Incorporate technology in instruction.
- Scaffold the lesson into smaller chunks of learning material.
- Use a diversity of assessments to check for understanding and mastery of learning objectives.
- Create a conducive seating arrangement for learning access.
- Seat students with 504 Plans with student helpers if indicated.
- Use proximity in lesson delivery.
- Minimize classroom distractions or overstimulation.
- Create group configurations with 4 students to a group.
- Provide extra time to process information and turn in assignments.
- Use scaffolding to present smaller chunks of learning and simplicity of outcome.
- Use a resource room to provide organizational and study skills.
- Do pre and post diagnostic assessments to provide appropriate learning materials.
- Allow students to use computer software to assist learning and write assignments.
- Provide constructive feedback and celebration.
- Allow students to reflect and journal at the end or beginning of the class period.
- Give students proactive feedback on distracting behavior.
- Use non-verbal cues for students when they need to be redirected.
- Have a posted classroom management plan with expectations and consequences. Enforce it!
- Provide students with time-outs and teacher interaction.