Accommodating the adolescent with Attention Deficit Disorder: The role of the resource center teacher

Abstract

Transition to the secondary school level can be very stressful, particularly for adolescents with Attention Deficit Disorder (ADD). Students with ADD are legally eligible to receive reasonable accommodations and modifications under IDEA or Section 504 of the Rehabilitation Act. Support staff members responsible for insuring that these students' programs and support services are appropriate are often resource center teachers. In order to provide for these students' academic and social needs, resource center teachers function as advocates with administration and school staff. They need to know the characteristics of youngsters with ADD, their rights under the law, appropriate interventions and accommodations for these students in developing metacognitive, compensatory and self-advocacy skills. In their role as the knowledgeable, supportive contact person, they function as a facilitators who empower these adolescents to become productive, competent and well-adjusted individuals. This article address these issues and identifies specific methods and materials to guide support staff in providing positive high school experiences for these adolescents.