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101 Reasonable Adjustments for ADHD
This is a 'must have' for all families and young people with ADHD who want their schools be better informed about how support them. Produced by Richmond ADHD, this guide provides bullet point suggestions for children and young people to give their teachers. Simple, effective strategies!
Reasonable Adjustments for ADHD
Schools have a statutory duty under Equality Act 2010 to take such steps as is reasonable to have to take to avoid substantial disadvantage to a disabled child caused by a provision, criterion or practice applied by or on behalf of a school. Most if not all children with ADHD will be deemed disabled under the Act. This is an anticipatory duty and the school is required to take positive steps to ensure that disabled pupils can fully participate in the education provided by the school. The Act permits more favourable treatment of disabled pupils. The requirement applies irrespective of whether a child has a Statement/EHC plan or not. What is “reasonable” varies according to the circumstances. The variables to be considered in assessing this include but are not limited to:
Existing provision being made under the SEN framework
School’s resources including financial and others
Financial cost of making the adjustment
The likely effectiveness of adjustment in overcoming the disadvantage
Practicability of the adjustment
Effect of the disability on the individual
Health and Safety requirements
Need to maintain academic, musical, sporting and other standards
Interests of other pupils and prospective pupils
Further useful guidance is available from the EHRC: http://www.equalityhumanrights.com/publication/reasonable-adjustments-disabled-pupils Here are some examples of adjustments that have proved helpful with ADHD children. They are grouped under general heading albeit there is plenty of cross over.
Cognition and Learning
Classroom positioning (front to avoid distraction or back to avoid need to look around or close to peer role models)
Break larger tasks down in to chunks in class and for homework
Accepting less or no homework
Providing facility for homework to be done at school
Provide sample work to model what is required
Reduce length of assignments required
Provide list of steps to complete task
Provide sample work to model what is required
Reduce length of assignments required
Provide list of steps to complete task
Provide reader
Provide scribe
Provide prompter
Allow extra time for exams/testing
Allow rest breaks
Allow use of lined answer sections
Allow peers to share notes
Allow use of ear defenders to reduce distractions
Allow testing in separate distraction free room
Allow extra time in class and in exams
Use timers
Give single step instructions
Teach specific memory techniques
Provide memory aids
Provide white noise
Provide headphones
Provide individual specialist teaching
Providing specialist computer programmes
Provide privacy partition
Personalising work topics to increase pupils level of intrinsic interest
Physical and Sensory
31. Provide with fidgeter 32. Provide with a stress ball 33. Provide with wobble cushion 34. Provide with weighted lap or shoulder ‘hug’ or blanket 35. Allow regular movement breaks 36. Allow touch typing instead of writing (handwriting/fine motor skills difficulties *)
37. Provide with sloping board 38. Allow dictation * 39. Allow photos with phone/iPad of written work instead of copying from board * 40. Provide with copy of power point notes * 41. Relax uniform requirements 42. Allow high calorie snacks if appetite issues 43. Provide adult support to supporting eating and hydration if needed 44. Allow oral presentation of work 45. Provide pencil grip 46. Use busylegs or equivalent 47. Use weighted blankets and other aids 48. Administer top-up medication 49. Allow gum chewing for hyperactivity in place of fidgeter so hands available to work 50.Provide occupational therapy 51. Provide sensory diet
Social Emotional and Mental Health
52. Provide ADHD and equality training to staff
53. Plan to catch student doing the right thing and reinforceSeek out opportunities for child to show strengths
54. Provide opportunities for pupil to have positions of responsibility
55. Provide opportunity for pupil to develop relationship with those with responsibility for discipline
56. Provide counselling
57. Arrange structured activities during break time
58. Provide adult support for predictable trigger situations
59. Provide social skills training
60. Provide problem solving training
61. Provide conflict resolution training
62. Administer top-up medication
63. Depart from standard rewards policy to specifically reinforce progress in areas of difficulty
64. Depart from standard sanctions policy apply different sanctions
65. Disregard some behaviours
66. Teach emotional literacy 1:1 and small groups
67. Have calm space
68. Have nominated key worker
69. Provide counselling
70. Give child opportunities to be responsible
71. Use individualised reward system
72. Provide quiet place for lunchtimes
73. Pair with role model buddy
74. Provide extra support for changes e.g. trips, plays, supply teachers
75. Agree secret communication for behaviour feedback
76. Agree /plan alternative to calling out
77. Extra warnings for transitions between activities
78. Additional adult support for transition times
80. Provide anger management therapy 81. Raise peer awareness of ADHD 82. Provide play therapy 83. Provide nurture groups 84. Provide structured behaviour management programme 85. Provide additional adult support during less structured time
Language and Communication
86. Actively teach social skill 87. Teach child active listening skills 88. Directly teach non-verbal cues 89. Provide speech and language therapy
Self-help and independence
90. Teacher/TA check homework diary or provide written HW slips or emails 91. Provide reminders regarding work completion or organisation 92. Arrange homework handing in buddy 93. Arrange study buddy with contact details 94. Provide email access to subject teachers 95. Do not penalise for executive function related difficulties e.g. organisation forgetting things 96. Provide organisational skills training 97. Provide pupils with reading material with important points already highlighted 98. copy parents into work/organisation/trip emails/team sheets 99. Provide spare set of books equipment 100. Provide visual timetable
101. Provide visual checklists
Collated by Eva Akins for ADHD Richmond. Visit our website: adhdrichmond.org Facebook: facebook.com/AdhdRichmond YouTube: https://www.youtube.com/user/AdhdRichmond Tweet @AdhdRichmond Email: info@adhdrichmond.org