For parents of ADHD kids

[alicat8]

It's not a learning disability.

It may not even be a diagnosis after the new DSM-V is released.

OP, please don't be misled to think that a special ed label and IEP are your daughter's only option for success.

 

[mguilford1]

JoiseyMom........Your post was very well written and you gave some great advice. The most important part being know the laws and fight for what your child needs and deserves to be successful. I get really emotional about this subject because of my son and granddaughter but also because I have ADHD and was never diagnosed until I was an adult. I am sorry if I am the one that posted any misinformation.

 

[mguilford1]

It's not a learning disability.

It may not even be a diagnosis after the new DSM-V is released.

OP, please don't be misled to think that a special ed label and IEP are your daughter's only option for success.

What may not be a diagnosis?

I copied the following from.....http://www.wrightslaw.com/blog/?p=25

I don’t know who told you that ADHD is not a learning disability. It often is, and kids who have ADHD often have learning disabilities that affect other areas – math, writing skills, etc.
Seventeen years ago, in 1991, the Office of Special Education and Rehabilitative Services, Department of Elementary and Secondary Education, and the Office of Civil Rights published a Joint Policy Memorandum on ADD/ADHD to ensure that all school officials were aware of this. The Memorandum stated that children with ADD/ADHD may be eligible for special education services under several existing categories (including LD, OHI, ED); circumstances under which schools must provide services and supports under Section 504 of the Rehabilitation Act.
Link: http://www.wrightslaw.com/law/code_regs/OSEP_Memorandum_ADD_1991.html
- See more at: http://www.wrightslaw.com/blog/?p=25#sthash.PiH0F0Zq.dpuf

 

[mguilford1]

"It may not even be a diagnosis after the new DSM-V is released"

In May, 2013 the American Psychiatric Assn. published a new 5th edition of their Diagnostic & Statistical Manual of Mental Disorders, the reference widely used for diagnosing ADHD and other psychiatric disorders.
The only difference from DSM-IV is that all symptoms are followed by examples of different ways they may show up, including ways they would appear in older adolescents and adults. Thus, although the symptom list remains the same, the inclusion of developmentally appropriate examples should help guide clinicians evaluating older adolescents and adults.

 

[barkley]

I'm just addressing this part of your post. Just the diagnosis of ADD/ADHD does not guarantee a student special education services. The diagnosis CAN lead to a category of other health impaired. However, you have to demonstrate an adverse effect on education that can be addressed through specially designed instruction. In the OP's case, while there does seem to be an adverse effect, there's no specially designed instruction that is going to help homework be turned in or stop the child from rushing through her tests.

There are students diagnosed with ADHD that is so severe that the do require different instruction in order to best learn in the classroom. Just based on the OP, it doesn't seem as if this is the case for this particular child.

my son has a 504 and iep that were approved based on his adhd diagnosis. the iep has a section that deals specifically with the issue of homework not being turned in.

ds was getting low grades b/c of homework that was completed not being turned in or turned in late. in the iep a system of checks and balances was put in place that ds has to follow. as his parents we are responsible for reviewing it each night, and his teachers must do so daily as well. homework is not assigned just for the purpose of learning the subject matter, it can be to teach planning, time management and organization-all areas that my son's medical condition causes him adversity with. we have seen tremendous improvement in his planning/time management and organization skills and his grades since this relatively simple accommodation was put into place.

as far as test taking-I know several children with very high intelligence but due to issues w/adhd or autism spectrum disorder they rush through tests which results in inaccurate assessment of their subject knowledge. many have had tremendous success with occupational therapy as part of their iep. the therapist works on test taking skills, and may initially have the tests given orally as the student learns and ideally masters traditional testing. if the op's child has continuing behavioral issues adaptive skills work may be incorporated into the learning plan as well.

 

[StirlingSilver83]

What is reasonable/ fair to expect from your child's teacher? My 4th grade daughter was diagnosed with ADHD in mid-December. She is seeing a counselor and is taking medication. We've had a hard time finding the right dosage, so we are still in the process of tweaking her meds to find what works for her. I've talked to her teacher and explained everything. I don't know what to do now. When DD was first diagnosed, her grades were A's and B's. Since the start of the new marking period, in January, her grades have drastically dropped, mainly due to losing homework or classroom assignments and low test grades. Looking at her tests, I see that most of her wrong answers were silly mistakes, ones that happen when you go too fast. I talked to her teacher to see if DD would do better with oral testing, thinking it would help slow her down. Her teacher said that oral testing is for kids with learning disabilities or special ed. Since DD is neither, her teacher doesn't think it's necessary for DD. She said DD is one of the brightest students she's ever had in 17 years of teaching, but her grades are not reflecting her intelligence. Obviously, that's what my concern is, so I don't understand why her teacher isn't willing to try different things to help DD's test scores improve. She has to take the statewide standardized tests in April and I'm worried that she won't pass those. DD and I came up with a plan to help her remember her homework, but it's not working because she said she's rushed at the end of the day to gather her things and so she forgets the plan we have in place because she's in a hurry. I asked her teacher about that and her teacher said that the students only have a few minutes to collect their things because she wants to maximize their learning time. Bottom line is, I feel like DD's teacher is not very willing to make accommodations for DD. But, I don't want to be one of those parents who expects the world to adjust to her daughter. I just want what's fair for any child with ADHD. There is no classroom behavioral chart for DD because her teacher can't meet for more than 15 minutes at a time to create one with me and she says that DD is just choosing to not behave. I'm just feeling really frustrated right now because DD's grades are now C's and D's and her peer relationships are in shambles. It's at the point now where she asks me everyday to homeschool her. I don't know where to go from here. Some of what I don't know is how much does the medication help with the above mentioned problems? Do I now go to the school counselor with my concerns since the teacher is not helpful? Or am I expecting too much from the teacher? I'm so overwhelmed and frustrated right now I'm at a standstill because I just don't know what to do. Usually DH is here to help, but he's an IT Project Manager working on a major project, so he's been working 60-70 hour weeks since January. The project will be over at the end of March, so he should be back to normal hours then. But, in the meantime everything is on me. Are there any good books or websites that can point me in the right direction with what to do to help DD at school and with her social skills? Thank you so much to anyone who can help.

My son is in 1st grade and he also has ADHD. We have behavioral charts in effect for him. We have gone through our districts child study team and he has a 504 in place which just basically means the teacher has to do certain things that are listed on the 504 to help my son with school work. He's not on medication he's borderline ADHD which is just enough for us to see some not so good behaviors but as long as we keep reminding him to focus he's good. What has really helped him with his focusing is horse back riding. He can now keep his focus for up to an hour while he's on a horse. When he first started it was tough keeping his focus for up to 15 minutes lol. Good luck with your daughter and I would definitely call your districts child study team

 

[NHdisneylover]

I think it is very important to look at why there was a sudden change in her ability to do well, shortly after she was diagnosed. THAT needs to be figured out before you work with the teacher on making accommodations.

The two most likely causes (and it could be a combination of both) are:

1. meds causing issues

2. your DD is using her diagnosis as an excuse to rush, or to not turn things in, etc. This is common. It is so EASY to allow and so easy for them to start to truly believe they cannot do things after they hear those excuses.

I think in most cases it is really important for kids to hear what they can do and what they NEED to do and that we parents (and other adults) will work on helping them build the skills and tools they need to get what they need to do done, but not to hear that they can't do things or that it is okay for them to not complete their work, etc and use the diagnosis as an excuse.

 

[sunshinehighway]

So many posters seem to jump way too far, way too soon with the 504, IEP, accomodations, the school is out to get your child, you must fight for everything mentality.
This child was doing fine with her school work until 2 months ago. What happened to change that? That's the important question. Why is she suddenly not turning in assignments? Why is she suddenly rushing through tests? It appears she wasn't doing these thing previously because she was an A/B student.

 

[NHdisneylover]

So many posters seem to jump way too far, way too soon with the 504, IEP, accomodations, the school is out to get your child, you must fight for everything mentality.
This child was doing fine with her school work until 2 months ago. What happened to change that? That's the important question. Why is she suddenly not turning in assignments? Why is she suddenly rushing through tests? It appears she wasn't doing these thing previously because she was an A/B student.

I agree. I also think, in addition to working out the root cause of the new issues, the work needs to start with OP and her DD before asking for accommodation.


OP, spend today going through her backpack together (she has to be part of the process to learn how to organize herself eventually--and it may take years before she gets there). Help her create simple system with MINIMAL items in her bag that she CAN pack up in one minute. Have her practice packing up with a timer.

Go through the backpack every weekend from now on to reorganize. Take out anything she does not need to have at school (notes from friends, work that has been returned graded, etc), etc. If you see ANY work that does not have a grade ask her what it is and when it is due. If it was already due and she failed to turn it in, emphasize that she MUST turn in work and have her carry it in in her hand the next morning to turn in right away with an apology for being late (let her know she may not get credit but she has to turn it in anyway).

Sit with her every single afternoon and ask her what homework she has (phrase it that way, do not ask IF she has homework--it is far too easy for them to say "no" on auto pilot then). Make her show you the completed assignement and watch her put it in the folder it needs to go in to turn in. Ask the next day when she turned it in and where and then check that she no longer has it.

If she is unsure what homework may have been assigned, sit by her as she calls classmates to ask them and get the assinment.

I know it is a lot of work and it is frustrating (been there, done that, and it took until 9th grade to pay off--LONG years) but this is also how you will give your DD the tools to succeed in the real world, so it is worth all the stress.

IMO, until and unless you are doing all of that on a regular basis, you should not ask anything of the teacher, and even then, what you need to ask is that the teacher work with you to help your DD become able to succeed eventually without extra accommodation. So, if rushing though is an issue, maybe the teacher can send her back to her seat to review her work and not accept it being turned in when there is still time left, etc.

 

[sunshinehighway]

I agree. I also think, in addition to working out the root cause of the new issues, the work needs to start with OP and her DD before asking for accommodation.


OP, spend today going through her backpack together (she has to be part of the process to learn how to organize herself eventually--and it may take years before she gets there). Help her create simple system with MINIMAL items in her bag that she CAN pack up in one minute. Have her practice packing up with a timer.

Go through the backpack every weekend from now on to reorganize. Take out anything she does not need to have at school (notes from friends, work that has been returned graded, etc), etc. If you see ANY work that does not have a grade ask her what it is and when it is due. If it was already due and she failed to turn it in, emphasize that she MUST turn in work and have her carry it in in her hand the next morning to turn in right away with an apology for being late (let her know she may not get credit but she has to turn it in anyway).

Sit with her every single afternoon and ask her what homework she has (phrase it that way, do not ask IF she has homework--it is far too easy for them to say "no" on auto pilot then). Make her show you the completed assignement and watch her put it in the folder it needs to go in to turn in. Ask the next day when she turned it in and where and then check that she no longer has it.

If she is unsure what homework may have been assigned, sit by her as she calls classmates to ask them and get the assinment.

I know it is a lot of work and it is frustrating (been there, done that, and it took until 9th grade to pay off--LONG years) but this is also how you will give your DD the tools to succeed in the real world, so it is worth all the stress.

IMO, until and unless you are doing all of that on a regular basis, you should not ask anything of the teacher, and even then, what you need to ask is that the teacher work with you to help your DD become able to succeed eventually without extra accommodation. So, if rushing though is an issue, maybe the teacher can send her back to her seat to review her work and not accept it being turned in when there is still time left, etc.

I totally agree with you. Especially the bolded.

 

[alicat8]

Whoops, guess that snuck by me in my year of maternity leave. Time kinda stood still.

Still not a learning disability.

 

[princessjv]

All very good advice here, depending on each specific circumstance.

In the case of your daughter I would start with a 504 plan. You can research it online, and see for yourself what the differences are, but in a nutshell a 504 plan is designed to aid in accomodations ...which will help them learn... for ANY student with a disability. This umbrella encompasses a child who may need a wheelchair - to - children who are hearing or sight impaired, and children with ADHD.


For an Individual Educational Plan (IEP's) to be given:
The child must have at least one of the "recognized disabilities" which includes ADHD. But importantly s(he), as a result of the disability needs special education services to make progress in school.

• No FEDERAL Funds are offered to schools, who have children on a 504 plan, however funds ARE available to schools who have children linked to IEP's.
• Children with IEP's qualify for Special Ed Services.
• Fundementally a school should not be giving a child BOTH a 504 & IEP. The IEP would contain the 504 accommodations.
• Children shouldn't qualify for an IEP unless they aren't academically successful.

The number one piece of advice I can offer you, as others have too… You are your child's advocate, you know what she needs to make her successful.

 

[lauradis]

Why was she tested to begin with? It sounds like she was a good student before the testing.

Because she was having behavioral problems in class.

op the teacher isn't your enemy, you should become the teaches bestest parent ever.

ei if she needs anything get it, if you can volunteer as much as possible too.

Lets be frank teachers are people too and they do leave "sub notes" or talk about the children in their classes. you want to add a clause after the child is hard to work with but the mom is great.

If you want to start an IEP contact the administration for your district and ask how to have her tested.

 

[huey duey & luey]

an IEP is dependent on the school district. a 504 is a FEDERAL document. It is an accommodation plan and absolutely needs a MEDICAL diagnosis and documentation in order to obtain. With that being said a diagnosis of ADHD absolutely qualifies a student to receive a 504 plan. It is not dependent on special education services like an IEP is, it comes out of the general education federal funding budget. It does not qualify the student for additional services, but it does provide accommodations to level the playing field for the student.
Testing by the school system doesn't need to be done, because you are not necessarily providing direct services, rather you are just providing accommodations.

ADHD is alone is NOT a qualifying diagnosis in order to qualify for an IEP. After testing is done a child can qualify for an IEP if there is enough of a discrepancy between IQ and testing scores. Then the diagnosis of Other health impaired is given. Usually, a child does need to really be struggling academically to get referred for school testing and to receive and IEP.

OP
I would absolutely continue to investigate why the sudden change in grades, but would also have a 504 accommodation plan put in place. Usually the school guidance counselor implements the plan. I agree with having an agenda and having it signed, along with having the teacher specifically ask for the assignments. Maybe your daughter is doing them, but not handing them in. See, if you can have an extra set of book for home, and ample time to pack up at the end of the day. Also maybe a printed checklist taped onto her desk so that she can double check to make sure to check if she has everything she needs.

Good luck

 

[mguilford1]

The major differences between IDEA and Section 504 are in the flexibility of the procedures. For a child to be identified as eligible for services under Section 504, there are less specific procedural criteria that govern the requirements of the school personnel.


Schools may offer a student less assistance and monitoring with Section 504 because there are fewer regulations by the federal government to instruct them, especially in terms of compliance.


In contrast, a child identified for services under IDEA must meet specific criteria. The degree of regulation is more specific in terms of time frames, parental participation, and formal paperwork requirements. IDEA also addresses the special education of students with disabilities from preschool to graduation only (from ages 3 to 21). Section 504 covers the lifespan and safeguards the rights of persons with disabilities in many areas of their lives, including employment, public access to buildings, transportation, and education.

The criteria for identification, eligibility, appropriate education, and due process procedures under IDEA and Section 504 vary. It is important for you and your child's teachers to understand how these laws differ, and how those differences could affect your child's education.



Read more on FamilyEducation: http://school.familyeducation.com/special-education/ada/38439.html#ixzz2vUFUhxIi

 

[JoiseyMom]

All very good advice here, depending on each specific circumstance.

In the case of your daughter I would start with a 504 plan. You can research it online, and see for yourself what the differences are, but in a nutshell a 504 plan is designed to aid in accomodations ...which will help them learn... for ANY student with a disability. This umbrella encompasses a child who may need a wheelchair - to - children who are hearing or sight impaired, and children with ADHD.


For an Individual Educational Plan (IEP's) to be given:
The child must have at least one of the "recognized disabilities" which includes ADHD. But importantly s(he), as a result of the disability needs special education services to make progress in school.

• No FEDERAL Funds are offered to schools, who have children on a 504 plan, however funds ARE available to schools who have children linked to IEP's.
• Children with IEP's qualify for Special Ed Services.
• Fundementally a school should not be giving a child BOTH a 504 & IEP. The IEP would contain the 504 accommodations.
• Children shouldn't qualify for an IEP unless they aren't academically successful.

The number one piece of advice I can offer you, as others have too… You are your child's advocate, you know what she needs to make her successful.

Umm, WRONG. My son was not failing in school and he got an IEP for OHI based on his ADHD.

an IEP is dependent on the school district. a 504 is a FEDERAL document. It is an accommodation plan and absolutely needs a MEDICAL diagnosis and documentation in order to obtain. With that being said a diagnosis of ADHD absolutely qualifies a student to receive a 504 plan. It is not dependent on special education services like an IEP is, it comes out of the general education federal funding budget. It does not qualify the student for additional services, but it does provide accommodations to level the playing field for the student.
Testing by the school system doesn't need to be done, because you are not necessarily providing direct services, rather you are just providing accommodations.

ADHD is alone is NOT a qualifying diagnosis in order to qualify for an IEP. After testing is done a child can qualify for an IEP if there is enough of a discrepancy between IQ and testing scores. Then the diagnosis of Other health impaired is given. Usually, a child does need to really be struggling academically to get referred for school testing and to receive and IEP.

OP
I would absolutely continue to investigate why the sudden change in grades, but would also have a 504 accommodation plan put in place. Usually the school guidance counselor implements the plan. I agree with having an agenda and having it signed, along with having the teacher specifically ask for the assignments. Maybe your daughter is doing them, but not handing them in. See, if you can have an extra set of book for home, and ample time to pack up at the end of the day. Also maybe a printed checklist taped onto her desk so that she can double check to make sure to check if she has everything she needs.

Good luck

WRONG. Again, my son was not struggling academically. There were issues, but he was not failing and was getting good grades. And we requested him to be tested as soon as he started school. They placed him in a class with two teachers based on a one hour observation. Your statements are not accurate at all.

OP, please send in writing for your child to be evaluated by the Child Study team. They have to do this legally. You then go from there. Good luck.

http://www.understandingspecialeducation.com/IEP-law.html

 

[teacherforhi]

Umm, WRONG. My son was not failing in school and he got an IEP for OHI based on his ADHD.




WRONG. Again, my son was not struggling academically. There were issues, but he was not failing and was getting good grades. And we requested him to be tested as soon as he started school. They placed him in a class with two teachers based on a one hour observation. Your statements are not accurate at all.

OP, please send in writing for your child to be evaluated by the Child Study team. They have to do this legally. You then go from there. Good luck.

http://www.understandingspecialeducation.com/IEP-law.html

I'm sorry, but if someone wrote your son an IEP based on one observation, they broke the law, and I hope that folder never gets pulled for a federal audit.

I do this for a living. The form that I fill out just to CONSIDER whether or not to evaluate a child requires two observations in two different settings. It is also NOT true that a school must evaluate a child based on the say-so of a parent. A parent can request an evaluation and there will be an initial determination meeting; however, if there are no areas of concern checked off on that initial form, there is simply nothing for me to evaluate and the process stops right there.

Also, to consider the category of Other Health Impaired, I must have a specific form completed by a doctor certifying the effect the health issue has on the student's educational learning. It does me no good to say the child has been diagnosed as ADHD; I need to know what the adverse effect on learning is.

 

["Cinder" Ella's Mom]

A 504 should not be hard to obtain. If this is occurring then someone is not wanting to do their job. You don't need any documentation for a 504, just the request.

Here in Illinois you need proof of a disability for a 504, one that does not require special education services. ADD is the most common disability for 504s at my school. This may bd a new rule because many parents of children were requesting 504s to get their perfectly functioning kids extended time on the ACT.

 

[summerblue]

Okay, I will preface by saying, I did not read all the replays you have gotten, so sorry if anything I say is redundant.

My daughter is ADHD (as well as dyslexic). We have a 504 plan, it is not a bad or negative thing, most children with adhd have them. Some of the accommodations I recommend are extended time for test taking, also if needed let her go to the library or other quiet zone to test because the slightest things can distract and adhd child. Frequently breaks, just a minute or two between tasks or to break up long tasks to get up, stretch, walk to water fountain, etc. just something to let the child move. A ball chair or"wiggle cushion " to use in the classroom, the ball chair has been the biggest help for my DD. Ask the teacher to either email you a weekly homework list or a note in her backpack, set her up with a " homework buddy" a friend in class that can help her remember her books, etc for assignments, or that you can call and ask about assignments if needed.


We personally do not medicate DD, medication is a personal choice parents have to make, do be aware, the school CANNOT force you to medicate if you decide it is not right for your child, though most will relentlessly try to push it on you, my DDs school did, but I refused. My reasons for choosing not to medicate were because of family history combined with side effects. I worked in a kids psychiatric clinic and know some effects are worse than benefits as well as many medications have not been around long enough to know long term effects. We went with minor accommodations, like the ball chair and changed our diet, which dramatically helped.


It is a parents decision to figure out what they feel is best. But I know it can be very rough figuring out correct dosage and type of medication, which is likely the cause of the issues she is now having.

Oh and they school is required to provide accommodations for children with an adhd diagnosis.

 

[huey duey & luey]

Umm, WRONG. My son was not failing in school and he got an IEP for OHI based on his ADHD.




WRONG. Again, my son was not struggling academically. There were issues, but he was not failing and was getting good grades. And we requested him to be tested as soon as he started school. They placed him in a class with two teachers based on a one hour observation. Your statements are not accurate at all.

OP, please send in writing for your child to be evaluated by the Child Study team. They have to do this legally. You then go from there. Good luck.

http://www.understandingspecialeducation.com/IEP-law.html

If your child wasn't struggling academically, may I ask what services did he receive under his IEP?
IEP's are district driven so they can vary, but in my district and IEP can never be instituted after one 1 hour observation. Their needs to be 2 classroom observations usually 1 by the psychologist the other either social worker or educational evaluator. Then standardized educational and psychological testing needs to be done.
My ADHD son, also is not "struggling" enough for support services, which is why we had a 504 plan put in place in order to provide him with the help he needs but wouldn't qualify for under and IEP