Attention-Deficient/Hyperactivity Disorder (ADHD) is a neurodevelopmental condition that is common in adults and children. It is mostly linked to genetics and can be cared for by medication, therapy, or educational support.
ADHD itself usually appears in kids before the age of 12 and shows characteristics of inattention, hyperactivity, and executive dysfunction. ADHD cannot be self diagnosed and this information should not be used as a way to self diagnose ADHD but as a way to spread awareness for those who do have it.
Students with ADHD often struggle with academic challenges, such as lower grades, trouble focusing, and low self-esteem. They are put at a higher risk of not succeeding academic milestones in comparison to those without ADHD. These students need extra support in order to overcome the difficulties that come with having ADHD.
To help kids cope with this in class, schools often provide accommodations; some of which may include extended time or preferential seating. In order to get these accommodations the concerned student’s parent or guardian, must request a 504 plan or an Individualized Education Program (IEP) from their school.
A 504 plan is a federal law made to preserve the rights of those with mental and physical impairments that affect their learning. Schools are required to provide this in order for all students to get an equal education regardless of the severity of the impairment.
In order to attain a 504 plan a student must request it from their school’s principal or 504 coordinator. The school will then determine whether or not the student is eligible for a 504—if so, accommodations will be made.
Brunswick High School (BHS) has a few 504 coordinators in the guidance department. Mr. Bradley George, a guidance counselor and one of the 504 coordinators shares the process within the building.
“A 504 plan is developed when a team, including the student, parent, counselor, administrator, and teacher meet to review data and evidence supporting the student ‘having a physical or mental impairment that substantially limits one or more life activities,’” George said.
IEPs are similar to 504 plans. In order to acquire an IEP a student must send a written request to their school for an evaluation. The school will test the student to see if their ADHD creates a direct impact on their education. If they are eligible they will meet with the school to develop an IEP document.
Both 504s and IEPs are reviewed annually to determine whether or not changes need to be made to the documents.
One of these plans is not specifically better than the other but it all depends on the students’ needs. If the student needs specialized instruction, they would be better off with an IEP. If they just need access to accommodations, to better their learning or help them learn better in a classroom setting, a 504 would be more appropriate. Either way, most students with ADHD should be receiving some form of accommodation to balance the playing field.
Though a student may apply for one of these plans, it doesn’t always mean that they will end up getting one.
Only 1 in 3 children with ADHD receive a 504 or IEP.
A Brunswick sophomore, Aria Ayoub, shares her own experience with not having a plan.
“The school denied my 504 plan because, on paper, I had perfect grades so it seemed like nothing was wrong. The vice principal, and my teachers assumed I didn’t need any accommodations,” Ayoub said.
Not all forms of ADHD look the same for everyone: some students get good grades while still enduring the same procrastination and burnout that most others with ADHD experience. These kinds of students tend to show more inattentive symptoms, which causes them to be overlooked and unable to receive the academic help they need.
Though being very helpful, 504 plans are not the solution to ADHD, but just a way to provide accommodations. It is important that students find other ways to manage their ADHD in class as well as this. Life will leave them with the same expectations in the work force and their own relationships.
“…things like earbuds or something that slightly mutes sound…help me focus on my work. I also like having some kind of fidget in my hand so I have more than one thing to focus on, which actually helps my concentration,” Ayoub said.
A key strategy for reducing academic anxiety for these students is organization.
By using things like calendars or planners, it helps students to track deadlines and get work in on time, improving time management.
It is also important for teachers to be aware of the students with ADHD.
The support of a teacher or counselor can impact a student’s confidence and boost their motivation in school. It is important to pay attention to their accommodations and enforce them without obviously displaying it for others to see.
Students with IEPs or 504s may not be comfortable with others knowing and that is why it is confidential—school counselors and administrators legally are not allowed to talk about it with anyone except the student, and their parents.
IEPs and 504 plans don’t stop after high school. They are still available in college but are not automatically transferred like they are from middle school to high school.
This also applies to students who take dual enrollment courses through FCC. The student can contact the college’s disability services officer in order to request an evaluation for accommodations.
“The student needs to work with that college to determine if they will be eligible for any support or accommodations in their college classes,” George said.
ADHD is not all negative. Most people with ADHD often have strong emotional depth, humor, and emotional intelligence.