ADHD and Adolescents- Part 2: Environmental Accommodations and Modifications for Adolescents with ADHD
(Note: The information discussed is associated with the state of Ohio. If you reside outside of the state of Ohio, please check the website resources associated with your state department of education and workforce for similar information.)
You have probably heard about people with ADHD obtaining accommodations and modifications in educational environments, to help them be more successful. Some people seem to use these terms interchangeably; however, they are two distinct ways people with ADHD can receive help in educational settings. Let’s discuss what distinguishes an accommodation from a modification and how these can be used with adolescents diagnosed with ADHD.
Accommodations address the ways in which an adolescent learns the same material as their peers.
Modifications, unlike accommodations, are ability-based and typically affect the content, skill-level, and overall requirements of an assignment. Next we will learn examples of both accommodations and modifications.
Example of an Accommodation
An accommodation could be used for a student with ADHD, who is working on a report about photosynthesis. Students are required to use floating leaf disks to study the factors impacting the rate of photosynthesis. This project has 13 steps, and the instructions are online to read. Materials for the project are ordered and provided for by the school. Accommodations might include allowing for the student to have early access to information about the project, to review it the day before it is started. The student might have the option to have their tablet read the instructions to them, may be provided access to a supplemental video, be allowed to have more frequent breaks throughout the project, and be allowed to have additional time to complete the project. Next we will discuss an example of a modification.
Example of a Modification
For example, an adolescent working on a project about photosynthesis, who is in the same class as the other student previously mentioned, has multiple disabilities (ADHD and an intellectual disability). This individual would also work on a photosynthesis project, but may only be required to label the arrows that reference a colorful diagram that illustrates photosynthesis. If the person has difficulties with writing, they may use a scribe, who would write notes for them. Students who have modifications to the learning material may also have additional accommodations such as extended time and more frequent breaks as well. They may also have alternative ways of presenting their projects compared to their classmates and depending on their individual needs. Next we will discuss how to support students by implementing accommodations and modifications for adolescents with ADHD.
Support for Implementing Accommodations and Modifications for Adolescents with ADHD
Number seven on the document entitled, “Guidance for IEP Form” on the Ohio Department of Education & Workforce Website discusses requirements for consideration for an Individualized Education Plan (IEP) including descriptions of “specially designed instruction.” This includes the adaptation of the “content, methodology, or delivery of instruction.”
In order to qualify for an IEP, a student must qualify as having a disability according to one or more of the categories listed, based on an evaluation conducted by the district, when a child is enrolled in a public school. Next we will discuss the categorization of ADHD as a disability and provide information about other categories of disabilities in the state of Ohio.
Reference
Information associated with assistive technology and accessible educational materials center in Ohio can be found here: