ADHD and 504 Plans
Navigating school can be challenging for students with ADHD, and many parents are seeking effective ways to support their child’s educational journey. A Section 504 plan is one powerful tool that can help ensure students receive the accommodations they need to thrive academically. As a school counselor, I have written, implemented, and reviewed countless 504 plans. In this post, I will break down everything you need to know to be able to advocate for your ADHD child in the public school system.
What is a Section 504 Plan?
A Section 504 plan is a formal plan developed under the Rehabilitation Act of 1973 to provide accommodations and services for students with disabilities. Unlike an Individualized Education Program (IEP), which is typically designed for students who qualify for special education, a 504 plan ensures that students with disabilities have equal access to education. This plan outlines specific accommodations tailored to meet the student's needs and support their learning environment.
How Can a Section 504 Plan Benefit Students with ADHD?
In his book “Managing ADHD in Schools”, Russell Barkley says, “The educational domain is the most impaired by ADHD and is impaired in the highest percentage of children and teens with ADHD than is any other domain of life activities”. He estimates that 90% of children with ADHD will experience classroom behavioral and emotional problems and poor peer relationships. For students with ADHD, a Section 504 plan can be transformative. ADHD can impact a student's ability to focus, stay organized, and complete assignments.. With the right accommodations, students can better manage these challenges and see more success in the classroom. Just as a student in a wheelchair needs special accommodations to be successful in school, so does a child with ADHD. A 504 plan helps level the playing field by providing the necessary support to maximize learning and academic success.
How to Request a Section 504 Plan
Requesting a Section 504 plan begins with a conversation with your child’s school. Here’s how to get started:
Documentation: You first need an official diagnosis from your child’s doctor, psychologist, or counselor. You need to be able to prove that your child has a disability. Self-diagnosis does not count. If you do not have an official diagnosis, sometimes the school psychologist can administer the needed tests and qualify the child.
Request a 504 meeting: The person in charge of 504’s varies from school to school, but it is often an administrator or school counselor. If you aren’t sure, call the front office, and they will point you in the right direction.
Official 504 meeting. Many schools will have you schedule a preliminary meeting to ensure that the right documentation is in place and that your child qualifies. Once it has been determined that your child qualifies, then the 504 will be written, submitted, and implemented. A 504 should be given to each of your child’s teachers right away.
Evaluation Process: Every 504 is required to be reviewed on an annual basis. The annual review is a great time to revisit the accommodations in place and determine if additional accommodations are needed.
Effective Accommodations for Students with ADHD
There are a whole host of accommodations that can be added to a 504 plan. However, not all accommodations are effective for all students. In fact, some accommodations can actually hurt more than they help. Knowing the specific needs of your child will help you to establish a 504 plan that supports them in all the ways they need. Here are a few examples of the most effective ones for ADHD students.
Chunking Assignments: Breaking assignments into smaller, manageable parts to avoid overwhelm and increase motivation.
Preferential Seating: Choosing a seat that minimizes distractions and helps the student focus, such as near the teacher or away from high-traffic areas.
Extended Time on Tests: Allowing extra time for tests can help students process and respond to questions without feeling rushed.
Brain Breaks: Scheduled movement breaks that help students release energy and refocus.
Cueing to Stay on Task: Nonverbal cues, like a tap on the shoulder, can prompt students to refocus without drawing undue attention.
Recording Lessons: Allowing students to record lectures and instructions can help them review material at their own pace.
Immediate Rewards: Providing immediate feedback or positive reinforcement can keep students motivated and engaged.
Ready to Get Started?
If you're looking to learn more about how to support your child with ADHD, check out these great resources:
1.Download a printable list of 504 accommodations for ADHD kids to take to your next 504 meeting.
2. Join my Facebook Group “The Thriving ADHD Family”. This group is a community of parents who share the ups and downs of raising an ADHD child. Here, I offer tons of free resources, advice and support.
3. Check out my ADHD parent coaching program. Schedule a consultation call with me, or check out the details of the program here.
