I think it is a wonderful idea and immediately conjures up a set of questions that could be addressed in your proposal. If you were seeking to develop a proposal for a teenage student in a residential school setting, the two fundamental areas of focus would need to be: 1) Identify and utilize their optimal learning styles so that the project would empower them to use their innate, learning attributes and 2) Position the project in an area of the student's highest level of interest. If these two elements were integrated into the proposal the student's chances of completing the project, with higher standards, would be greatly enhanced.

Some of the questions to ask the school on behalf of the student might be: ~ What processing style, (visual, verbal, auditory, kinesthetic, conceptual, and tactile) of learning does the student use to pay attention & sustain focus on the task at hand? ~ What processing style do they use to comprehend, access their memory so that they may clearly articulate what they have focused on? What assistive technology tools does the school have available? A few examples might be: For--verbal processors: Dragon Naturally Speaking for visual processors: Mind jet.com, Inspiration.com for visual learners and for auditory learners Kurzweiler etc.

How will the student be able to deliver their project: If they are strong verbally can they present orally? If they do better with visuals can they use power point etc.

In other words, the proposal needs to be structured to the unique brain wiring of every student. It can't be the same kind of standards where everyone has to do the project in the same way. This limits the student with ADHD from accessing their natural recurring successful patterns of focus and comprehension which significantly improve their ability to successfully learn and ultimately lead to a stronger self-esteem.