Navigating IEPs and 504s
A Comparison of IEP/504 Accommodations Under Classroom and Standardized Testing Conditions: A Preliminary Report on SEELS Data
Research from the U.S. Department of Education emphasizes that students with ADHD often struggle with inattention, impulsivity, and organization, which can interfere with completing tasks and engaging in classroom learning. In secondary classrooms, effective instruction includes clearly structured lessons with explicit introductions, guided practice, and purposeful conclusions to help maintain focus and reinforce understanding. The research also highlights the importance of individualized instruction, allowing teachers to adjust pacing, supports, and expectations based on student needs. Additionally, teaching organizational and study skills, along with implementing behavioral supports, can improve students’ ability to manage assignments and stay on task. Overall, combining structured instruction with targeted accommodations helps secondary students with ADHD access rigorous content and demonstrate their learning more effectively.