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Like the population of students with LD who utilize accommodations through CDS/SNAP, students with AD/HD make up a large portion of the students we work with.

There are three types of attention-deficit/hyperactive disorder:

• Type 1 - predominantly inattentive
• Type 2 - predominantly hyperactive/impulsive
• Type 3 - a combination of inattentive and hyperactive/impulsive

Type 1 - Attention-deficit / hyperactivity disorder, predominantly inattentive
Symptoms may include

• often fails to give close attention to details or makes careless mistakes in school work
• often has difficulty sustaining attention in tasks
• often does not seem to listen when spoken to directly
• often does not follow through on instructions and fails to finish schoolwork or duties in the workplace (not failure to understand instructions)
• often has difficulty organizing tasks and activities
• often avoids, dislikes or is reluctant to keep engaged in tasks that require sustained mental effort
• often loses things necessary for tasks or activities
• often easily distracted by extraneous stimuli
• often forgetful with daily activities

Type 2 - Attention-deficit / hyperactivity disorder, predominantly hyperactive/impulsive
Symptoms may include

Hyperactivity:

• often fidgets with hands or feet or squirms in seat
• often leaves seat in classroom or in other situations in which remaining in seat is expected
• often is "on the go"
• may talk excessively

Impulsivity:

• often blurts out answers before questions have been completed
• often has difficulty awaiting turns
• often interrupts or intrudes on others

Type 3 - Attention-deficit / hyperactivity disorder, combined - includes individuals who show significant problems with inattention, hyperactivity and impulsivity

Suggested classroom strategies

• Provide a syllabus with clear explanations of tasks and specific due dates.
• Remind students of deadlines.
• When possible start each lecture with an oral or written summary or outline of material to be covered.
• Provide assignment information in written and oral format.
• For large projects or long papers help the students breakdown the task into component parts. Set deadlines for each part.
• Provide prompt, explicit feedback, both in written and oral format.
• Vary the class format; alternate lecture with presentations and class discussion.
• Be open to suggestions from the students about how to best accommodate their needs.

Possible recommended academic accommodations

• Extended time for tests; students may require more time due to distractibility or having to read things multiple times.
• Alternate location for testing.
• Priority seating; students may wish to sit close to instructor or away from others or noisy areas.
• Ability to audio record lectures or use laptop or tablet to take notes.

For more information

• Attention Deficit Disorder Association