504 plan for ADHD
By the IEP Atlas editorial teamLast updated
Short answer
A child with ADHD can get a 504 plan when ADHD substantially limits a major life activity such as concentrating, thinking or learning. The plan lists accommodations like chunked assignments, extra test time and planner checks. The school must judge the limit as if your child were not taking medication, so a child who does well on medicine can still qualify.
ADHD affects how a child starts work, keeps track of things, and stays with a task. A 504 plan puts supports in writing so every teacher gives them, not only the ones who notice. This page shows what a 504 plan for ADHD looks like, part by part, so you can hold it next to your child's own plan.
If you are still deciding between plans, the guide on 504 vs IEP for ADHD explains the choice. If your child already has an IEP, see the IEP for ADHD guide instead.
Who qualifies
Your child qualifies when ADHD substantially limits one or more major life activities. For ADHD these are often concentrating, thinking, learning and reading.[1] ADHD is a common childhood condition that affects attention, activity level and impulse control.[2]
Three rules matter most for families:
- Medicine is set aside when deciding. The school must ask how ADHD would limit your child without the benefit of medication or other "mitigating measures."[1] A child who focuses well on medicine can still qualify.
- Grades are not the whole story. A child who earns B's but takes 3 hours on homework, or only finishes work with a parent beside them, may be substantially limited.
- The school looks at several sources. It must use information from more than one source, such as teacher reports, grades, rating scales and observations.[3]
A sample 504 plan for ADHD, with notes
This plan is for Maya, a fictional 5th grader. The numbers are examples to compare with, not what your child should get.
Impairment and major life activity. "ADHD, combined type. Substantially limits concentrating and learning."
- What to look for: both parts should be written down. The activity explains why each support is there.
Information used. "Report card, ratings from 3 teachers, doctor's letter, 30-minute observation in math on October 8: on task for the first 7 minutes, then off task for 18 of the remaining 23."
- What to look for: a real observation with numbers. If your child's plan only says "parent report," ask what else the school looked at.
Accommodations.
| Support | When | Who |
|---|---|---|
| Assignments over 15 problems split into sets of 5, with a teacher check after each set | Independent work, all core classes | Classroom teacher |
| Time and a half on tests over 15 minutes | All core classes | Classroom teacher |
| Tests in a small-group room | Tests over 20 minutes | Resource staff |
| Written copy of directions for tasks with more than 2 steps | All classes | Classroom teacher |
| Planner checked and initialed before dismissal | Daily | Homeroom teacher |
| Missing work list emailed home | Fridays | Homeroom teacher |
| Movement break: errand or stretch, up to 3 minutes | Once per hour, on request or teacher cue | Classroom teacher |
- What to look for: each row has numbers and a person. "Extra time as needed" or "breaks as needed" is too vague to check.
Review date. "Check-in January 15. Full review by May 30."
- What to look for: a date in the next few months, not only next year.
For 24 more ADHD supports written this way, see ADHD accommodations for the classroom. The 504 plan accommodations list shows how to check that each one is an accommodation and not a change to what your child learns.
What a 504 plan for ADHD does not do
A 504 plan gives access. It does not set teaching goals or measure progress on skills. If your child cannot plan an essay, organize a binder, or read at grade level even with these supports, they may need teaching in those skills. That is what an IEP adds. The library has IEP goals for ADHD if you want to see what skill goals look like.
Questions to ask the team
These are written the way you might say them at the table.
- "Which major life activity are you writing down, and why that one?"
- "Did you look at how my child does without medication, like on mornings before it starts working?"
- "What did you see in the classroom observation?"
- "For each support, who makes sure it happens every day?"
- "Will the plan go to specials teachers, the lunch staff and substitutes?"
- "How will we know the plan is working? Can we look at missing assignments or test scores at the check-in?"
- "Which of these supports apply on state tests?"
- "Can my child have a say in which supports feel helpful and which feel embarrassing?"
- "If things are still hard by the check-in, will you consider an evaluation for an IEP?"
Signs the plan needs a change
- Missing work is not going down after 6 weeks.
- Your child is not using a support, or teachers are not giving it.
- Test scores rise on the parts your child finishes but your child still runs out of time.
- Homework still takes far longer than the teacher expects.
Ask for a meeting in writing. You do not need to wait for the review date.
What to do next
- Request an evaluation if your child does not have a plan. The guide on how to get a 504 plan has a sample letter.
- Compare your child's plan with the sample above, row by row.
- Know your rights. You can review records and ask for an impartial hearing if you disagree with the school.[4] The Office for Civil Rights resource guide explains Section 504 in plain terms.[5]
- Call your Parent Training and Information Center. Every state has one, and help is free. Find yours through the Center for Parent Information and Resources.[6]
Short definitions of ADHD and Section 504 are in the glossary.
Frequently asked questions
Does ADHD automatically qualify for a 504 plan?
No. A diagnosis is not enough by itself. The school evaluates whether ADHD substantially limits a major life activity such as concentrating or learning, judged without the benefit of medication. Many children with ADHD do qualify.
Can a school deny a 504 plan because my child gets good grades?
Grades alone should not decide it. A child can earn good grades and still be substantially limited, for example by how much time and effort schoolwork takes. Ask the school what other information it looked at.
Does my child have to take medication to get a 504 plan?
No. Medication is a decision for your family and your child's doctor. The school decides eligibility as if the child were not taking medication, so a child who is not on medication is evaluated the same way.
What are the most common 504 accommodations for ADHD?
Chunked assignments, extra time on tests, testing in a quieter room, written directions, planner checks, movement breaks and weekly missing work reports are common. The right mix depends on where your child gets stuck.
Use it in IEP Atlas
Related guides
- What is an IEP? A plain guide to the plan and what is in it
- What is a 504 plan? Eligibility, contents and an example
- 504 plan examples by condition
- 504 plan accommodations list
- How to get a 504 plan for your child
- 504 plan for anxiety
- IEP vs 504 plan: differences, examples and how to choose
Sources
- Questions and Answers on the ADA Amendments Act of 2008 for Students with Disabilities Attending Public Elementary and Secondary Schools (2012), U.S. Department of Education, Office for Civil Rights
- ADHD in Children, Centers for Disease Control and Prevention
- 34 CFR §104.35: Evaluation and placement, eCFR (National Archives)
- 34 CFR §104.36: Procedural safeguards, eCFR (National Archives)
- Parent and Educator Resource Guide to Section 504 in Public Elementary and Secondary Schools (2016), U.S. Department of Education, Office for Civil Rights
- Center for Parent Information and Resources, CPIR
Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.