So you are saying you think humanities departments tend to be more accommodating?
Well, they can be on a personal basis, and the emphasis on small group teaching ad academic skills/academic literacy is central to the study of the subject.
That said, as @SleepWhenAmDead says, Humanities students are responsible for a lot of independent organisation of time. But they can find or make structures for themselves: my modules require students to read 1 long or 2 short texts each week, and then participate in a pretty open-ended seminar discussion of their reading and interpretation of these texts, and how they fit with other reading & knowledge. So I recommend students set aside 2 full days (or 3-4 mornings/afternoons) to sit and read, and we discuss how they might read, what they're looking for & what sorts of notes they might take as they read.
A self-aware and thoughtful student, who knows she has concentration difficulties could tun this into a timetable for herself. You know, like Monday morning lecture followed by an hour looking up references in the library, borrowing books etc; lunch; 3 hours - in 30 or 45 minute chunks reading. THat's a good day's work and allows for brain breaks to calm down.
And so on ...
So scheduling and setting small, manageable realistic goals might be skills to focus on. These would be things I'd discuss in seminars on occasion - in passing as we've got to get through the syllabus! And or Learning Disability support people would do the more intense coaching.
But students are generally expected to be able - and eager - to work more independently. It's unlikely there'd be as frequent as weekly coaching support, let alone daily help from the equivalent of a TA.