Students with ADHD may have more trouble focusing than others and are given accommodations so that they are able to have a fair shot when it comes to academics. The three main symptoms of ADHD (attention deficit hyperactivity disorder) are inattention, hyperactivity, and impulsivity. These symptoms can cause notable interferences with students’ daily activities and can result in underachievement at school, difficulties socially and difficulties with discipline.
An option for students with ADHD is a 504 plan, which allows a student to be given accommodations to aid their success. A sophomore who wishes to remain anonymous said that her 504 plan is helpful when it comes to completing her schoolwork and taking tests. “I have accommodations so I can get extended time on tests, a reduced workload and get breaks if I need to on tests,” she said.
Especially for teens, ADHD symptoms may be more visible in academic environments, considering the strict and abundant demands of school and extracurricular activities. Another form of ADHD is called ADD, which is also known as an attention deficit disorder. ADD sometimes goes unseen because the symptoms may be less obvious. The symptoms of ADD include difficulties with concentrating and focusing.
Someone who struggles with ADHD could encounter difficulties with schoolwork that people without ADHD may not have trouble with. “Sometimes I can’t finish my schoolwork if it’s a lengthy assignment or if I have other things to do. I also struggle a lot to do school work at home when the school day is over,” the same anonymous sophomore said.
ADHD can also have effects on social life, like causing frustration and emotional feelings. A second anonymous sophomore said that having ADHD makes him feel jittery; he often feels fixated on various topics and will talk about them for extended periods of time. “It makes it hard to communicate with people because they are sometimes pushed away by my ‘ADHDness’,” he said.
Math teacher Catherine Ruback has positive feedback on the 504 plan system. “I think it’s helpful for kids. It gives them the things they need to be able to work with everyone else,” Ruback said.
For Ruback, the most impactful accommodations she gives to students as a math teacher are extended time and allowing students a calculator for an assessment where they are prohibited for those without accommodations; sometimes she’ll give them a copy of notes during a test or quiz. “Overall the [accommodations] are good, it helps even out the playing field,” Ruback said.
In order to offer outlets for insight into 504 plans, meetings are held to incorporate new ideas and improvements from anyone with the plan. This helps ensure the plan is successful and there is an opportunity to give feedback to continue making it better. “I get to be a part of the meetings we have and I can advocate for myself and voice what I need for it,” the first anonymous sophomore said.
For teens with ADHD, the 504 plan is crucial for success. “If I didn’t have my 504 plan, I wouldn’t be successful,” the first anonymous sophomore said.
