Struggling with School Accommodations? These ADHD Learning Tips Will Help!

Introduction

ADHD primarily inattentive…more time for you. ADHD primarily hyperactive…more time for you! ADHD combined type…more time for you! When it comes to accommodations for ADHD students, sometimes suggesters of accommodations can sound like the Soup Nazi from Seinfeld—“No accommodations for you!”

However, research in the field is making progress. But due to technological or cultural lag, ARD or 504 committee members may be behind the times. Plus, there is so much research to sift through (thank you AI! I've been waiting for you my whole life!). Fortunately, it’s becoming easier than ever for educators, parents, and students to find best practices for supporting ADHD students in the classroom. Since this is an area I enjoy researching, I've pieced together some of my findings to share with you.

If your child has an IEP or 504 Plan for ADHD or other neurodivergent needs, you probably already know that getting accommodations is just the first step. The real challenge? Making sure those accommodations actually work. Unfortunately, many parents don’t know which accommodations to ask for, and schools often resist change—not always out of defiance, but sometimes due to outdated research and training.

After working in the school system for 14 years, I’ve seen firsthand how biases and gaps in knowledge impact students with ADHD. Schools may unintentionally rely on punitive measures rather than evidence-based strategies, leaving students struggling with working memory, executive function, and focus. This blog will break down research-backed accommodations and ADHD learning tips that can make a real difference—and how to advocate for them.

Understanding School Bias & Resistance

A study by Esteen (2019) found that many teachers struggle to effectively support ADHD students, often because they lack proper training or access to updated research. This means that when parents request accommodations, they may face resistance—not necessarily because teachers or administrators are against helping, but because they simply don’t know what works best.

Additionally, some schools default to disciplinary actions instead of accommodations, increasing the risk of ADHD students being caught in the school-to-prison pipeline (Esteen, 2019). This makes it even more critical for parents to push for accommodations that actually improve learning rather than just manage behavior.

6 Research-Based IEP & 504 Accommodations That Actually Work

The right accommodations can bridge the gap between a student’s challenges and their ability to succeed in the classroom. Here are some of the best evidence-backed accommodations you can request:

1. Chunking & Breaking Down Assignments

ADHD students often struggle with executive functioning, making large tasks overwhelming. Breaking assignments into smaller, manageable parts with clear deadlines reduces cognitive overload and improves task completion (DuPaul & Jimerson, 2014).

2. Teaching to Demonstrate Mastery

Asking ADHD students to teach a concept to someone else can improve their working memory and engagement. Research shows that this “protégé effect” enhances retention and focus (Ryan & Deci, 2000). However, this strategy works best with structured support, such as allowing students to use visuals or work with a peer.

3. Alternative Testing Methods

Extended test time is helpful, but it’s not always enough. Research suggests that oral exams, project-based assessments, and open-note tests can provide a more accurate reflection of a neurodivergent student’s knowledge (Lawrence, Estrada, & McCormick, 2017).

4. Flexible Seating & Movement Breaks

ADHD students often need to move to focus. Accommodations like standing desks, wobble stools, or designated movement breaks can significantly improve engagement without being disruptive (Beckford, 2016).

5. Assistive Technology & Speech-to-Text Tools

Many students with ADHD struggle with written expression, even if they excel verbally. Providing access to speech-to-text software or allowing typed responses can make writing assignments less frustrating (DuPaul & Jimerson, 2014).

6. Using External Memory Aids

Research supports the use of external memory aids to help students with ADHD manage working memory challenges. These tools reduce cognitive load and improve task performance. Effective strategies include:

• Visual Posters and Charts – Reference sheets, multiplication tables, and spelling charts provide quick access to information, leveling the academic playing field (Children and Adults with Attention-Deficit/Hyperactivity Disorder [CHADD], 2018).

• Assistive Technology – Tools like graphing calculators and language study apps help students organize and sequence information effectively (Education Resources Information Center [ERIC], 2017).

• Organizational Tools – Gantt charts and planners assist students in mapping out assignments, improving task management (ERIC, 2017).

• External Reminders – Calendars, to-do lists, and alarms serve as external cues, compensating for working memory deficits (East Coast Telepsychiatry, 2023).

The Role of Parents, Educators, and Students in Driving Change

Research is often driven by individuals that are personally affected by the outcome. Parents of children who are neurodivergent are often at the forefront of institutional change. Also, their children often become drivers of research. Many educators are under the neurodivergent umbrella and are also drivers of research in the area. Parents, educators, and students that are passionate can help research-based accommodations gain traction.

Advocating for Your Child’s Accommodations

Even when you know what works, getting the school on board can be tough. Here are key strategies to make sure your child gets the support they need:

✅ Use research to support your requests. Bring studies like Esteen (2019) or DuPaul and Jimerson (2014) to your IEP meetings.

✅ Ask for data. Schools should track whether accommodations are actually helping. If not, request adjustments.

✅ Know your rights. IDEA and Section 504 legally require schools to provide reasonable accommodations.

✅ Request training for teachers. If staff lack updated ADHD training, ask for professional development sessions on neurodivergent learning needs.

Final Thoughts

Navigating IEP and 504 accommodations can be frustrating, but knowledge is power. Many schools are not intentionally failing ADHD students—they just haven’t been trained in research-backed strategies. By advocating for the right accommodations and using research to back your requests, you can help ensure your child gets the support they truly need to thrive. These ADHD learning tips will help you confidently navigate the system and ensure your child receives the best possible support.

References

Beckford, H. (2016). Supporting ADHD learners in the classroom: Evidence-based strategies.

Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD). (2018). Improving memory in children with ADHD.

DuPaul, G. J., & Jimerson, S. R. (2014). ADHD and academic functioning: Best practices for educators.

East Coast Telepsychiatry. (2023). Memory hacks: How to improve working memory in individuals with ADHD.

Education Resources Information Center (ERIC). (2017). Assistive technology and study skills for ADHD students.

Esteen, B. A. (2019). Exploring the experiences of middle school teachers supporting learners with ADHD: A qualitative study.

Lawrence, D., Estrada, D., & McCormick, N. (2017). Neurodivergence and learning accommodations in public schools.

Ryan, R., & Deci, E. (2000). Self-determination theory and the facilitation of intrinsic motivation.