How to Create a Structured Schedule: Strategies for College Students with ADHD 


Tuesday, August 13, 2024

For college students with ADHD, managing time effectively and staying focused can be particularly challenging. However, creating a structured schedule tailored to your unique needs can make a significant difference. Developing a daily routine that includes set times for classes, study sessions, meals, and breaks can help improve focus and time management. Here’s how you can create an effective structured schedule that works for you. 

 

1. Establish a Basic Framework 

 Start by outlining your daily commitments. List out all the essential activities, including classes, study sessions, meals, and breaks. This basic framework will serve as the foundation for your schedule. Keeping it simple and clear can prevent overwhelm. 

Example: 

Morning (7:00 AM – 9:00 AM): Wake up, breakfast, and prepare for the day 

Mid-Morning (9:00 AM – 12:00 PM): Classes 

Lunch Break (12:00 PM – 1:00 PM): Lunch and a short rest 

Afternoon (1:00 PM – 4:00 PM): Study sessions 

Evening (4:00 PM – 6:00 PM): Exercise, club or hobby time 

Dinner (6:00 PM – 7:00 PM): Dinner and unwind 

Night (7:00 PM – 10:00 PM): Relaxation, light study, and bedtime routine 

 

2. Use Visual Aids 

Visual aids can be extremely helpful for students with ADHD. Use planners, calendars, or scheduling apps to visually organize your time. Color-coding different activities can make your schedule more engaging and easier to follow. 

Example: 

Classes: Blue 

Study Sessions: Green 

Meals and Breaks: Yellow

Physical Activity: Red 

 

3. Break Tasks into Smaller Chunks 

Large tasks can be daunting, leading to procrastination. Break down your study sessions and assignments into smaller, manageable chunks. This makes tasks seem less overwhelming and helps maintain focus. 

Example: 

If you have a research paper due: 

Day 1: Research and gather sources 

Day 2: Outline the paper 

Day 3: Write the introduction and first section 

Day 4: Write the second section 

Day 5: Write the conclusion and edit 

 

4. Incorporate Frequent Breaks

For students with ADHD, frequent short breaks are essential to maintain focus and productivity. Use techniques like the Pomodoro Technique, which involves working for 25 minutes and then taking a 5-minute break. 

Example: 

– 1:00 PM – 1:25 PM: Focused study session 

– 1:25 PM – 1:30 PM: Short break 

– 1:30 PM – 1:55 PM: Focused study session 

– 1:55 PM – 2:00 PM: Short break 

 

5. Create a Distraction-Free Environment 

Minimize distractions by creating a dedicated study space. Use noise-canceling headphones, keep your study area organized, and limit access to distracting websites and apps during study sessions. 

Example: 

– Study Space: Desk with minimal clutter, comfortable chair, and necessary study materials 

– Tools: Noise-canceling headphones, website blockers like StayFocused

 

6. Schedule Regular Physical Activity 

Physical activity can help manage ADHD symptoms by reducing hyperactivity and improving concentration. Include regular exercise in your daily routine to enhance overall well-being. 

Example: 

Afternoon (4:00 PM – 5:00 PM): Go for a run, attend a workout class, or play a favorite sport 

 

7. Use Reminders and Alarms 

Set reminders and alarms to help you stay on track. These can prompt you to start or switch tasks, ensuring you follow your schedule and don’t lose track of time. 

Example: 

Alarms: Set alarms for the start of each class, study session, and break 

 

8. Regularly Review and Adjust Your Schedule 

ADHD can make it difficult to stick to a rigid routine, so it’s important to regularly review and adjust your schedule. Identify what’s working and what isn’t, and make necessary changes to better suit your needs. 

Example: 

Weekly Review (Sunday Evening): Reflect on the past week’s productivity, identify areas for improvement, and adjust the upcoming week’s schedule accordingly. 

 

Conclusion 

For college students with ADHD, creating a structured schedule can significantly enhance focus and time management. By developing a daily routine that includes set times for classes, study sessions, meals, and breaks, and incorporating strategies tailored to ADHD, you can create a balanced and productive day. Remember, consistency is key, but don’t forget to allow for flexibility and regular reviews to keep your schedule effective and manageable. Start today, and experience the positive impact of a well-structured schedule on your academic and personal life!

 

Written by Jordan Yanoshik,  Associate Director and Learning Specialist for Students with Disabilities, Weingarten Center

 

Overview of the Center for Accommodated Testing


Thursday, August 8, 2024

The Weingarten Center for Accommodated Testing is a welcoming and supportive space dedicated to providing students with the resources and support they need to succeed academically. Located in the Holman BioTech Commons on the Blue Basement Level, at 3610 Hamilton Walk, Philadelphia, PA 19104, the center offers a distraction-reduced environment designed to support students requiring extra time and other accommodations during exams. Students with approved testing accommodations may take their exam at the Center for Accommodated Testing by scheduling online (through the MyWeingartenCenter portal) at least eight (8) days in advance. Any questions about Weingarten’s Center for Accommodated Testing can be sent to sds-test@vpul.upenn.edu 

 

How Students Are Supported 

Distraction-Reduced Space: The center provides a quiet and controlled environment to minimize distractions, allowing students to focus better during their exams. 

Extended Time: Students eligible for extra time on exams can use this accommodation to complete their tests without feeling rushed. 

Access to Technology: The Center for Accommodated Testing is equipped with various technological tools and resources to support students’ specific needs, including assistive technology such as text-to-speech, dictation, and ZoomText. 

Individualized Support: The Accommodation Specialists at the center are trained to provide personalized assistance, ensuring each student’s unique accommodations are met. 

 

Common Questions 

Q: How do I schedule an exam at the Weingarten Center? A: You can schedule your exam by logging on to MyWeingartenPortal. There are helpful tutorials on how to schedule exams on the Weingarten Center website. Please email sds-test@vpul.upenn.edu if you are having problems scheduling your exam.  

Q: How far in advance do I need to schedule an exam through the Weingarten Center? A: Students must schedule their exam at least eight (8) days prior. However, we encourage students to schedule their exams as soon as possible. If a student tries to register less than eight (8) days in advance, the Center for Accommodated Testing cannot guarantee that your request will be approved.  

Q: What should I bring on the day of the exam? A: Bring any approved materials, such as notes or calculators, and a form of identification. Snacks and drinks are also allowed. However, please try to be mindful of the other students’ testing and refrain from bringing food and beverages that could cause distraction (e.g. foods with a strong smell and/or noisy wrappers).  

Q: Can I use my own laptop for exams? A: The center provides access to necessary technology including computers with lockdown browsers. If you require specific software or settings, please inform the staff in advance. Students may use their personal devices if permitted and approved by the course professor and the Accommodation Specialists.  

Q: What if I need to reschedule my exam? A: Contact the center as soon as possible to discuss rescheduling options. Send an email to sds-test@vpul.upenn.edu that includes course information and staff will work with you to find a suitable time. 

The Weingarten Center for Accommodated Testing is committed to creating an inclusive and supportive environment for all students, ensuring that everyone can perform their best. 

 

Written by Emily Trott, Assistive Technology Specialist, Weingarten Center

 

Communicating with Faculty About Your Accommodations


Thursday, August 8, 2024

After you are approved for accommodations by your Weingarten Center Disability Specialist, you submit a semester request for accommodation letters to be sent to your professors. Through the MyWeingartenCenter portal, you initiate the process to have the letters sent to your professors, a confidential way for professors to receive your letters. Each semester you are prompted to select which courses you will need to use accommodations. This gives you agency in the process and protects your right to privacy; you get to choose which professors should be notified that you require accommodations for the semester.  

After you handle this step, you are strongly encouraged to meet with your professors during office hours to discuss how the accommodations will be implemented. You might want to set up an appointment with the professor to ensure that the conversation is in private and you have time to discuss the accommodations. These conversations can be crucial in helping both you and faculty members navigate the semester together successfully. Let’s say that you are a student with limited mobility in a class where the faculty member frequently asks students to move around to get into groups or stand during lab activities. A conversation about this can help the faculty member proactively accommodate your needs when preparing course materials, activities, and assessments. It is important to remember that the conversation focuses on the implementation of your approved accommodations, not your medical condition or disability. Discuss what your accommodation entails. You should carefully read the course syllabi and consider what elements of the course might be a challenge. Be open to the faculty having creative ways of handling some accommodations, especially those that may not be common in their courses. However, you should always be honest about what will and will not be helpful.  

Having these conversations can be challenging, so it is important to remember that your Disability Specialist will be an invaluable resource for you. If you need help preparing for a conversation with a faculty member, already had a conversation and are feeling uncertain about it, or simply do not feel comfortable getting the conversation started, your assigned Disability Specialist is available to guide you through the process. In some cases, they may speak to faculty on your behalf, especially if the nature of the accommodation is new to the instructor or if the conversation is tricky to navigate. The Weingarten Center staff always wants to make sure that students and faculty have the necessary information and guidance for successful implementation of accommodations.  

 

Written by Simmee Myers Abiko, Director of Instructional Design for Integrated Care, Weingarten Center and Jane Holahan, Executive Director, Weingarten Center

 

Your Accommodations Have Been Approved: What Happens Next?


Thursday, August 8, 2024

Once your disability specialist has approved your accommodations, follow these steps to ensure that your accommodations are implemented in a timely manner: 

Review Weingarten Center Emails:  Be on the lookout for an email from Disability Services listing the following steps you will need to take within your MyWeingartenCenter portal: (1) sign the Acceptances of Services Letter; and (2) submit a Semester Request to activate or renew approved academic accommodations (this step generates a notification to be sent to professors and/or program liaison(s) of the accommodations). Before submitting a Semester Request you will be able to review your accommodations and decide which accommodations to activate for each course.  

Don’t forget Add/Drop and the Need to Renew Accommodations Each Semester:  If you add a course after submitting a Semester Request, you will need to submit an additional Semester Request within your MyWeingartenCenter portal for that particular course. Each semester you’ll need to submit a Semester Request to renew your accommodations and have accommodation letters sent to your professors and/or program liaison(s). 

Speak with your Professors or Liaisons:  Once your professors/liaisons receive the accommodation letters, we encourage you to discuss with them how your accommodations will be implemented. Professors/Liaisons are notified about accommodations but not a about students’ disability. The Weingarten Center keeps information about diagnosis and all supporting documentation confidential.  

Book Your Exams at the Center for Accommodated Testing:  If you have testing accommodations and would like the Weingarten Center to proctor your exams, you will need to schedule each quiz, or exam at least eight days in advance through the Weingarten portal. It’s best to review your syllabi and book all exams at once. You can stop by Disability Services drop-in hours for assistance. Alternatively, you can ask your professors to proctor your exams with accommodations. 

Reserve Penn Accessible Transit:  If approved for Penn Accessible Transit, your Disability Specialist will provide instructions on how to request transportation services to and from campus. You can schedule rides through the Penn Transit mobile app (if the location is within the service area boundary) or by calling the Penn Transit phone number. 

Schedule a Follow-Up Appointment with Your Disability Specialist:  We encourage you to stay in touch with your disability specialist throughout your time at Penn! You can ask questions about current accommodations, request supplemental accommodations or discuss other topics such as neuropsychological evaluations, campus accessibility, academic support options or other campus resources. 

 

Accessing Disability Services: You Are Not Alone!


Thursday, August 8, 2024

You may be asking yourself, “am I the only student receiving accommodations?” — the answer is no, you are not. Disability Services supports all 12 schools at the university and each semester hundreds of students are registered and approved for accommodations. We want students to feel comfortable connecting with us to request accommodations. Unfortunately, there may be students that do not feel comfortable requesting accommodations due to stigma that still exist around disabilities and accommodations. Our hope is that through educating mores students, faculty and other campus partners that we de-stigmatize asking for accommodations due to a disability.   

  

Academic accommodations are meant to give you equal access. They do not guarantee success, but they do provide a level playing field in courses to better align all students. Disability Services welcomes students to connect with us at any point during their time at Penn. We support students through every step of the process and advocate for them when they are not able to advocate for themselves. Stigmas are not going to go away over night, but we can continue to work together towards chipping away at them little by little until we reach a point of more understanding and acceptance. Our dream is to have a more inclusive universally designed society, so that one day you will no longer have to ask for accommodations because they will already exist and be in place for everyone!   

 

Written By Sabria Kegler, Associate Director for Disability Services, Weingarten Center


Neurodiversity at Penn


Thursday, August 8, 2024

Imagine that you’re working on a 1000-piece jigsaw puzzle. You start with a pile of individual pieces. The box shows you the completed picture, but it’s going to take some work to fit the whole thing together. Maybe your first instinct is to notice the colors and group the pieces into piles of a similar shade. Or perhaps you ignore the finished picture entirely, and just focus on the shape of each individual tab. 

  

If you work best by seeing the bigger picture before getting into the details, you prefer a top-down approach to processing. On the other hand, some people default to bottom-up processing- they need to understand how all the tiny pieces fit together before mastering the overall concept.  

  

Everyone’s brain works a little differently. This is fundamental to the concept of neurodiversity, a term coined by autistic self-advocate and sociologist Judy Singer. Singer saw neurodiversity as “a biological truism”- since no two human nervous systems can ever be exactly alike, humanity as a whole is neurodiverse. She also saw this concept as a tool for intersectional analysis and advocacy. Neurodiversity offers a way to talk about neurological differences, especially for groups who have been marginalized or given medical labels (such as the autistic community), without shame or stigma. The idea is to acknowledge and value our cognitive differences instead of treating them as a deficit. 

  

If you’ve heard about neurodiversity, you’ve probably also seen the term neurodivergent. Neurodiversity refers to groups of people. Neurodivergent refers to individuals whose mind or functioning falls outside of societal norms.  

 

Neurodivergence is considered an umbrella term, since there are many different labels and conditions that fall under this category (see the above examples in the diagram, created by Sonny Jane Wise @livedexperienceeducator). One neurodivergent person may be diagnosed with ADHD and autism. Another person may have epilepsy or OCD. (And, not everyone has a specific, formal diagnosis.) We are grouped together by our common experiences of living outside what society expects a standard mind to be like. 

  

While it’s difficult to pinpoint how many neurodivergent students are currently enrolled in higher education, we do know that the number of students with a disability has been increasing over time. More than 20% of undergraduates in the 2019-2020 academic year reported having a disability (National Center for Education Statistics). This statistic includes all kinds of disabilities, including those that fall under the neurodivergent umbrella. As awareness of neurodiversity grows, so do the resources available for advocacy and support. 

  

Whether you’re a first-year undergraduate or a doctoral candidate writing your dissertation, the Weingarten Center is here to ensure you have equal access to academics and campus life. Weingarten also offers academic support resources for all kinds of learners. If you identify as neurodivergent, you may be interested in connecting with the Disability Services team to talk about accommodations. A Disability Specialist can also provide guidance and resources if you’re seeking a formal diagnosis. If you’re looking for support with building academic skills, you can schedule a Learning Consultation. A Learning Specialist will give professional recommendations about things like time management, tackling academic reading, or even STEM-specific study strategies. Weingarten Center staff will give you individualized support, so advice and guidance will be tailored to your learning and access needs. 

  

An inclusive campus environment is about more than academics, too- it includes social spaces that are welcoming and accessible to neurodivergent students. Take some time to consider your needs for social support and community in addition to your academic development. Student groups like the Advocates for Neurodiversity and NeuroQueer provide a space to connect with peers who may have similar experiences.  

  

If you have any questions about the Weingarten Center and how we can support your journey at Penn, don’t hesitate to reach out!  

 

 

Written by Emmett Binkowski, Disability Services Specialist, Weingarten Center

  

Sources: 

Singer, J. (n.d.). Neurodiversity: Definition and discussion. Reflections on Neurodiversity. Retrieved June 20, 2024, from https://neurodiversity2.blogspot.com/p/what.html 

  

National Center for Education Statistics. (2023, TBA). Table 311.10. Number and percentage distribution of students enrolled in postsecondary institutions, by level, disability status, and selected student characteristics: Academic year 2019–20 [Data table]. In Digest of education statistics. U.S. Department of Education, Institute of Education Sciences. Retrieved December 5, 2023, from https://nces.ed.gov/programs/digest/d22/tables/dt22_311.10.asp.