ADHD accommodations in the classroom
By the IEP Atlas editorial teamLast updated
Short answer
ADHD accommodations in the classroom change how a student receives directions, works, moves and is tested, so attention and impulse control do not block learning. Common ones are written directions, chunked assignments, movement breaks, check-ins and small-group testing. Each should say when it applies, how much, and who provides it, and none should lower the standard.
A student with ADHD usually knows what to do. The trouble is starting, staying with it, keeping track of materials and stopping before acting. Accommodations work on those barriers. They do not teach the skills, so most students with an IEP for ADHD also have goals in task initiation, attention or organization.
Below are 24 accommodations written the way they should read in an IEP or 504 plan. Each has a check. "A" means accommodation: the student learns the same content and is graded the same way. "M" means the item crosses into a modification, which changes what is graded. A few are included on purpose so you can see where the line is.
The IEP must list the supplementary aids and services the student needs in class and any accommodations needed on state and district tests.[1] States decide which test accommodations are allowed, so testing items need a check against the state manual.[2]
Directions and instruction
| # | Accommodation as written | Check | Grading and testing |
|---|---|---|---|
| 1 | Directions for tasks with 3 or more steps given orally and in writing, with numbered steps, by each teacher | A | Same grading. Not a state test issue |
| 2 | Teacher checks for understanding by asking the student to restate the first step, within 1 minute of giving class directions | A | Same grading |
| 3 | Guided notes with blanks for key terms during lectures over 10 minutes, provided by the classroom teacher | A | Same grading |
| 4 | A quiet, private cue (desk tap or agreed signal) to refocus, up to 5 times per period, before any verbal redirection | A | Same grading |
| 5 | Copy of the teacher's slides or notes posted the same day, for review at home | A | Same grading |
Item 2 matters more than it looks. Many students with ADHD miss the first step because their attention arrived late, then sit stuck. A 15-second restate catches that.
Work and assignments
| # | Accommodation as written | Check | Grading and testing |
|---|---|---|---|
| 6 | Assignments over 20 items broken into chunks of 5, with a check-in after each chunk, by the classroom teacher or paraprofessional | A | Same grading. All items still assigned |
| 7 | Long-term projects broken into dated steps on a checklist given with the assignment | A | Same grading |
| 8 | A model or completed example of the task shown before independent work | A | Same grading |
| 9 | One day of extra time for homework, up to 2 times per week, requested by the student | A | Same grading. Late penalty waived for these 2 |
| 10 | Homework reduced to the first 10 items and graded out of 10 | M | Graded on less content. Needs a team decision |
Compare items 6 and 10. Chunking keeps every item and changes the delivery. Item 10 reduces what is graded. If item 10 is needed, write it as a modification, and say why the student cannot complete the full set with supports. The accommodations vs modifications page has the deciding test.
Seating and setting
| # | Accommodation as written | Check | Grading and testing |
|---|---|---|---|
| 11 | Seat within 2 rows of where the teacher usually instructs, away from the door and pencil sharpener | A | Same grading |
| 12 | Option to stand at a back-of-room counter during independent work, when the student chooses | A | Same grading |
| 13 | Quiet work area with a study carrel available for independent work over 15 minutes | A | Same grading |
| 14 | Flexible seating (wobble stool or band on chair legs) in core classes, provided by the school | A | Same grading |
Preferential seating is in many IEPs with no reason given. Item 11 says where and why, so the next teacher can set it up the same way.
Time, breaks and movement
| # | Accommodation as written | Check | Grading and testing |
|---|---|---|---|
| 15 | Up to 2 movement breaks of 3 minutes per class period, requested with a break card, to a set spot | A | Same grading. State test breaks follow the manual |
| 16 | Classroom jobs that involve movement (passing out papers, delivering notes) at least once per day | A | Same grading |
| 17 | Time and a half on tests and quizzes over 15 minutes, in all core classes | A | Same grading. Check the state manual for the amount |
| 18 | Warning at 5 minutes and 1 minute before the end of a work period or a transition | A | Same grading |
If breaks become a way to avoid hard work, keep the accommodation and add a goal for asking for breaks at the right time. The break request goals page has templates.
Organization and home-school communication
| # | Accommodation as written | Check | Grading and testing |
|---|---|---|---|
| 19 | Planner checked and initialed by the last-period teacher each day | A | Same grading |
| 20 | Second set of textbooks at home, or digital access, provided by the school | A | Same grading |
| 21 | Weekly email to the family listing missing assignments, sent Friday by the case manager | A | Same grading |
These supports are meant to fade. Pair them with organization goals or time management goals, and plan who takes over each step as the student learns it.
Testing
| # | Accommodation as written | Check | Grading and testing |
|---|---|---|---|
| 22 | Small-group setting of 8 or fewer students for tests over 20 minutes | A | Same grading. Usually allowed on state tests |
| 23 | Tests split into 2 sittings on the same day or consecutive days, for unit tests over 30 items | A | Same grading. State rules on multi-day testing vary |
| 24 | Answers marked in the test booklet, with an adult transferring them to the answer sheet | A | Same grading. Check the state manual |
Every testing item should already be in use in class. The page on testing accommodations explains how state rules differ and how to check them.
Pick the smallest set that works
Do not write all 24. Pick 4 to 6 that match the barriers in present levels. A student who starts late and drifts may need items 2, 6, 15 and 22. A student who loses everything may need 7, 19 and 21. Teachers can carry out a short list every day; a long one gets skipped.
Then check whether each one helps. Track it for 4 to 6 weeks: was it offered, was it used, and did work completion or accuracy change? The opportunity data sheet is a simple way to record it.
Matching accommodations with goals
Accommodations and goals should point at the same barrier.
| Barrier | Accommodation | Matching goal |
|---|---|---|
| Slow to start | Restate first step (item 2) | Begin work within 2 minutes (task initiation goals) |
| Drifts during long work | Chunking with check-ins (item 6) | Stay engaged for a 20-minute block (sustained attention goals) |
| Loses track of work | Planner check (item 19) | Record assignments independently (time management goals) |
| Rushes and misses errors | Model of the task (item 8) | Use a self-check checklist (self-monitoring goals) |
The IEP goals for ADHD page has 20 measurable goals in these areas. The ADHD goal hub lists every template tagged for ADHD. For how ADHD fits into eligibility, see the cluster guide on specific learning disability and ADHD IEPs. Students with dyslexia and ADHD together may also need supports from the dyslexia accommodations page.
Frequently asked questions
What are the most common accommodations for ADHD?
Written directions, chunked assignments with check-ins, movement breaks, seating away from distractions, extended time, small-group testing and daily planner checks. The right set depends on which barriers the student has, so choose from present levels, not from a list.
Can a student with ADHD get accommodations without an IEP?
Yes. A student whose ADHD substantially limits learning or another major life activity can qualify for a 504 plan, which lists accommodations without specially designed instruction or goals. Students who also need instruction in skills usually need an IEP.
Is extra time a good accommodation for ADHD?
It helps students who work slowly or lose time to distraction. It does not help a student who stops working partway through. For that student, breaks, chunking or a check-in at the halfway point may do more than extra minutes.
Use it in IEP Atlas
- IEP goals for ADHD
- ADHD in the IEP glossary
- Accommodation in the IEP glossary
- Modification in the IEP glossary
- Task initiation goal examples
Related guides
- IEPs for specific learning disabilities and ADHD: goals, supports, eligibility
- IEP goals for ADHD: examples beyond "stay on task"
- Dyslexia accommodations in the classroom and on tests
- IEP accommodations: how to choose, write and track them
- Accommodations for processing speed and auditory processing
- 504 vs IEP for ADHD
Sources
- 34 CFR §300.320: Definition of individualized education program, Legal Information Institute, Cornell Law School
- 34 CFR §300.160: Participation in assessments, Legal Information Institute, Cornell Law School
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.