Fortunate is the child with ADHD whose teacher is flexible, innovative, and consistent in providing reminders and organizational tips. This child will have a head start in gaining academically and socially, with increased self-confidence and self-esteem. There are a number of tips that can make life easier for both student and teacher. You, as the parent, can suggest these tips and request they be written in an IEP if your child needs them.

The teacher can be a tremendous influence on how peers view your child. However, teachers as well as others often hold misconceptions and bias towards children with ADHD. Your child is entitled to teachers who have a basic understanding of the disability. Teachers should be provided any training necessary to acquire the tools and strategies necessary for your child's academic and social success. Such training and understanding can be gained in a reasonably short time at any number of high powered workshops held nationwide each year. You have the right to request teachers receive such basic training. With education come understanding and competency, as well as tolerance and respect for the child who learns differently. Indeed, I believe tolerance, mutual respect, and self-respect are the most important elements of a child's education.

If your child has a teacher who is set in the "old ways," has a "my-way or no-way attitude," and views ADHD simply as an excuse for poor performance, I would head right to the principal and request a change of teachers immediately. You do have the right to expect someone with a genuinely positive attitude towards your child.

Successful teaching techniques for the child with ADHD are helpful for all students. It's pretty hard to fault visual reminders, peer tutoring, breaking tasks down into manageable units, use of computers, allowing controlled movement, and a providing a refuge when needed. (We all need that at times. Teachers hopefully have their lounge for short breaks.) If a teacher feels that your child would then have privileges others would not, you might suggest that such techniques be made available to the whole class.

Let's talk about some of these modifications and accommodations.

Great Classroom Accommodations for ADHD

Allow for extra movement. When given a choice, no ADHD child of mine ever sat at a table with feet on the floor to study homework. Indeed, when they had to study in a setting that didn't allow movement, their performance declined. I've seen classrooms where children are allowed to sit on low tables, or even under the tables, to read and write. The room was relatively quiet and orderly, even though there were a number of children with impulsivity and hyperactivity. You see, when the impulsivity and hyperactivity is accommodated, it tends to diminish with such accommodations.

Build a quiet corner. A soft rug, some beanbag chairs, make-due foam pillows in a back corner offers a more natural setting for leisure reading.

Study carrels offer privacy and personal space when needed. Carrels can be placed against the back wall or folding individual carrels can be constructed of hardboard and placed on the student's desk. Student can decorate as desired.

Preferential seating. ADHD students may perform better when seated near the teacher and where visual distractions are reduced. Others are so self-conscious when seated up front, it actually diminishes their performance. This has to be an individual call.

Have an escape hatch for this child. Children with ADHD don't filter incoming information as most people do. You know how you have a certain boiling point beyond which there's no return, until you blow your anger? Children with ADHD usually have a very low boiling point.

Additionally, the overload of sensory input from the natural noises and activities in a classroom can really aggravate the situation. Imagine how you'd feel if you were left in a room with a dozen TV's all blaring forth at the same time on different stations. Children with ADHD often can't distinguish between important incoming information and unimportant information. It all comes in at a feverish, screeching pitch when there's a lot of activity and noise. It's easy for them to totally lose control and no one else around them understands why.

By learning the danger signs, teachers and parents know when to intervene before a youngster loses it. This works at home, as well as at school. Build in breaks for these children if you see the frustration building. For teachers, send the child for a drink, let them sort papers for you by your desk, offer a wet paper towel to wipe their face, anything to give a bit of relief and to redirect them. Losing 5 minutes of teaching time may gain you several hours in the long run.

Home-school communication log. This has been the most valuable tool for staying on top of things. Teachers who haven't used such a log sometimes are apprehensive about the time involved, but once they get used to it, they find it makes life much easier.

As the parent, you accept the responsibility for seeing that it gets into the backpack for school. One person at school accepts responsibility for seeing that it's in the backpack to go home. At no time is this log ever used punitively to write unpleasant opinions or observations. It may include, and should include, encouraging notes from both parent and teachers. It can log any unusual concern and ask to visit with the other party. It can track unfinished homework and timelines for upcoming homework. Teacher and parent design it to fit their needs.

An extra set of books at home. Many parents and teachers are unaware that a child with organizational or impulsive difficulties has the right to have an extra set of curriculum books at home. If a child is distractible and forgetful and getting poor grades for unfinished assignments because books are left behind, ask for this accommodation. I know of a junior high that has recently provided this service for all its students. Life is much easier for everyone.