Abstract

This study examined high school teachers' perspectives on the development, implementation, and effectiveness of Section 504 accommodations for students with ADHD. Five secondary teachers from a public high school participated in a focus group, and data were analyzed using inductive thematic analysis. Findings indicate that teachers report limited understanding of the 504 process, minimal involvement in eligibility decisions, and little training on how to implement accommodations. Teachers describe accommodations as vague and difficult to apply consistently within the constraints of secondary classrooms, often relying on universal classroom practices and student self-advocacy to meet student needs. Teachers also question whether accommodations effectively support long-term outcomes, noting a need for greater emphasis on executive functioning and coping skill development. Additionally, teachers report no formal systems for monitoring or evaluating the effectiveness of accommodations, leading to uncertainty about their impact. These findings suggest a need for clearer guidelines, increased teacher involvement, improved training, and more structured systems for monitoring implementation and effectiveness. Implications include the importance of developing more specific, individualized accommodations and incorporating skill-building supports to better prepare students for success beyond the classroom.

Degree

EdS

College and Department

David O. McKay School of Education; Counseling Psychology and Special Education

Rights

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