Section 504 was established to ensure a free appropriate education for all children who have an impairment-physical or mental-that substantially limits one or more major life activities. If it can be demonstrated that a child's ADHD adversely affects his or her learning-a major life activity in the life of a child-the student may qualify for services under Section 504. To be considered eligible for Section 504, a student must be evaluated to ensure that the disability requires special education or related services or supplementary aids and services. Therefore, a child whose ADHD does not interfere with his or her learning process may not be eligible for special education and related services under IDEA or supplementary aids and services under Section 504.

Have tangible reminders:
- A big clock in the bedroom;
- Charts for chores;
- Assignment pad to record homework and a specific folder to put work in upon completion; and
- Gain the child's attention before speaking to him or her. Have the child repeat back directions for things that are really important.
Avoid the following:
- Repeating patterns of inappropriate behavior followed by ineffective punishment;
- Administering consequences without prior warning or without the child understanding why he or she is receiving them; and
- Responding inconsistently to inappropriate behaviors.

Students with ADHD: Tips for Home

Students also can take some of the responsibility for their educational and behavioral adaptations. Blazer (1999) reported that students as young as 5 years old can communicate ways to make their school experience more pleasurable and learning easier. Student input also helps to promote a sense of ownership and responsibility for the new strategies and adaptations.
Here are some suggestions for practices that may be helpful for teachers working with a child with ADHD.

ADHD is one of the most prevalent psychiatric illnesses of young people in America.
A recent study showed that ADHD diagnosis has gone up 43 percent from 2003 to 2011.
The study was not designed to look at the underlying reasons for such changes in prevalence, however it could be the result of a tendency to over-diagnose the situation.
“There has definitely been an upward trend in diagnosed ADHD cases. If the condition is over-diagnosed and the stimulant to correct the condition is taken casually, then treatment won’t be durable and it could ignore other problems in their environment that are the actual stressors, like: internal worries, home conflicts and learning disorders.” -Cabrera.

Self-Correction Opportunities
Students use calculators or a key provided by the teacher to check their answers.

Learning Games
Students play board games that reinforce skills such as sight vocabulary, phonics, grammar rules, and basic math facts.

For example, Bingo can be used to review basic facts and concepts. Students who require more immediate feedback and recognition of their efforts might begin with a Bingo board that has only
three cells across and three cells down. The number of cells can be gradually increased to four across, four down, then five, and so forth.

In creating peer-mediated activities, the teacher may need to choose students whose
skill levels complement each other. Students with and without attention difficulties and
impulsivity should be considered for peer partnerships.

Peer Tutoring
Peer tutoring is one of the more effective strategies for students with ADHD, because it provides many of the same supports as one-to-one instruction. It facilitates the acquisition of both academic and social skills.