Helpful Articles

20 Classroom Accommodations That Target Common ADHD Challenges

The best IEP is the one with accommodations designed for your child’s very specific symptoms. Here are some of our favorite solutions for addressing common ADHD challenges at school.

By Bob Seay

Students with ADHD often benefit from special ADHD accommodations established by teachers and parents who spend thoughtful time pinpointing problematic ADHD symptoms, and then devising classroom accommodations that help solve those problems.

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Everything You Need to Know About Creating an IEP or 504 Plan

Your child’s IEP or 504 plan maps out her path to the education she deserves. Use these expert tips so you’ll be prepared to navigate the process and create ADHD accommodations that work.

By Eileen Bailey

What is the format of the IEP or 504 meeting? I would like to know what to expect.

After a child is found eligible for special education and related services, a meeting must be held within 30 days to develop the IEP. An IEP or a Section 504 meeting can be intimidating. It can run as long as three hours. Each school district handles things differently, but usually teachers, principal, school psychologist, guidance counselors, special education teachers, school nurse, and others directly affected by the IEP or Section 504 will attend.

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5 key skills for academic success

 

It's never too early or too late to help your child develop the skills for academic success. Learn how to build these skills and stay on track all year long.

by: GreatSchools Staff  


brainIt takes a combination of skills — organization, time management, prioritization, concentration and motivation — to achieve academic success. Here are some tips to help get your child on the right track.

Talk to your child.

To find out which of these skills your child has and which he can develop further, start a simple conversation that focuses on his goals. Ask him about his favorite subjects, classes he dreads and whether he’s satisfied with his latest progress report.

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10 Truths & Tips for Making and Keeping Friends

Michelle Garcia Winner, MA, CCC-SLP and Pamela Crooke, PhD, CCC-SLP

Friends

Making and keeping friends is something that most of us take for granted, in much the same way we take for granted our ability to learn to skip and run, be part of a classroom discussion, learn to write, stand in line, and do arithmetic. Furthermore, the nature and quality of friendships evolve as we mature. What makes for a good friend in elementary school is different from what makes a good friend in high school, and these shifts continue in our 20s, 30s, and across our lifetimes.

For young children, friendships can feel magical. To four-year-olds, friends may be kids they imagine traveling with to the moon or embarking on fantastic adventures together. As a ten-year-old, a good friend is someone you spend time with doing a variety of activities and talk to about different aspects of each other’s life. As a 16-year-old, a good friend is someone who clearly shows they care about you, even if the way they do this at times may not look friendly to those who are not their friend. By 26, armed with a strong developing sense of self, a good friend is someone to support you through the ups and downs of living a more independent life.

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