OT-Anyone have an IEP/504 for AHDH and/or Dysgraphia?

[4forMe]

I had posted a couple of months ago regarding my DS8 undergoing a neuropsych. evaluation. We recently received the results - he was diagnosed with AHDH - combined type and dysgraphia.

My friend who has a son with ADHD told me our school district is very good about giving an IEP for ADHD under OHI.

Can you let me know what type of accomodations you have on your IEP/504 that you have found to be helpful in addressing your child's AHDH? Some that were recommended were preferential seating, extended time on tests, study guided in advance of tests, organizational assistance, etc. I would like to have a complete list of appropriate accomodations before setting up the IEP eligibility meeting. It was also suggested that medications be considered if behavioral interventions do not succeed.

Regarding the dysgraphia, it was recommended that we have a separate evaluation by an occupational therapist - does the school do this or do we need to seek out outside resources? Does insurance tend to cover an OT evaluation?

Finally, how did you discuss with your child their diagnosis of ADHD? They recommended some books about ADHD by Russell Barkley. Any other suggestions would be highly appreciated. DS is continuing to be defiant and I need to get a behavioral plan into place.

 

[Poohs#1fan]

I was a spec ed teacher before I had DD. I will try to answer a few of your questions.
Your school district is responsible for the OT evaluation and services if they are necessary.
The one thing I highly recommend is that he have a behavioral plan that uses rewards NOT punishments. You can do one at home and one at school if need be, but you don't want to initiate too much at one time.
Let me know if I can help any.

 

[MandM-Mom]

No help from me my dd has an IEP but not for the same areas that need to be addressed but would like to suggest you post this on the DISabilities threads, they are really great about giving advice over there, they have helped me a few times Good luck in finding your answers, it can be complicated sometimes, we just had my dd6 annual review last week and up for my dd3's annual tomorrow, yuck, I hate this time of year!

 

[bcinohio]

My son is older (16) and in High School. He has a 504 plan for his ADHD. One thing that really helps us it that he has a set of school books to keep at home. He has a set in his locker for school and a set at home to use for homework. He would never remember to bring home his books and would miss all kinds of homework.

 

[Liltx]

preferential seating, extended time on tests, study guide in advance of tests, organizational assistance,

All of these things can be provided in the general ed. classroom by the general ed teacher. I would suggesst trying these interventions first. The law now states that teachers must try and document various interventions before moving a child to special education services. This is called reponse to intervention RTI. Also, 504 is supposed to be for children who have a temporary need such as illness, behavior changes from life crisis, needs after surgery etc. If it is a long term disability which ADHD is usually seen as then he would be OHI under special ed. Is he showing an eduacational need that cannot be accomodated in the general ed classroom. Such as a quiet environment to work outside of the classroom, modified curriculum, reteaching, social skills classes. If the answer is yes then he will need special education services. You can request an OT eval and the meeting.

ADHD alone does not qualify a child for services there must be an educational need or they are breaking the law. Usually kids who qualify under OHI for ADHD are already on medication and still have problems.

 

[Dimmsdale]

I'm in NY so I'm only speaking about we are doing here. We gone through this in the last year with my DD9. Ultimately her diagnosis is ADHD - Inattentive type. So she's more of day dreamer than hyperactive. We have just finalized a 504 plan includes the preferential seating, extended time on tests, redirection by teacher when needed, copy of class notes when available and simplification of directions when need - she is prompted to 1st explain the directions to the teacher to see how much she gets. DD9 is also one of the most disorganized kids I know - at home she leaves a trail of belongs almost as soon as she gets in the door. Gets distracted and off track easily. We went through a private neuropsyc testing, neurological exam and school district testing. The district testing included OT eval because of suspected dysgraphia. Any district ordered testing was covered by the district. One thing she was privately evaluated for was execution function issues. These are the processes around being able to organize things, time management, prioritize. We are addressing them privately with an organizational coach.

Once we had the info we discussed it with her and a therapist working with ADHD issues. There's been a major turn around in behavior and attitude. Being told she's not stupid (which she used to say a lot) and gaining some self confidence because she actually sees she can do something has been amazing. Also the positive reinforcement has worked wonders. With a reward system she devised (heaven help us its an American Girl Doll fund!) she's willing to do chores and deal with her attitude.

Sorry for the novel. PM me if you want to discuss anything off board.

 

[emtmom0104]

Ok, not sure how much this will help you. My DS6, has been diagnosed with ADHD, impulsivity, and they are still ruling out ODD. I went to the school district before he had even started school. My son was already recieving counseling through a couple of places and had his care transferred to Child Guidance. My son had problems dealing with his emotions and has difficulty in expressing how he feels and why he feels that way, usually resulting in fist fights, biting, tantrums, unexplained crying. I noticed all of this starting around 3 years old and it never got better, just got worse. I requested an extended assessment from the school district, and we were able to accomplish this all over the summer last year. When school started my son had to be monitored until the end of october or begining of november to see if any extra needs that he had in classroom. We did find that my son needed redirection and sometimes needed to be seperated from the class for a "chill out" time when he was getting frustrated with things. We had our IEP meeting and for him being in Kidnergarten with no previous schooling, we decided that my son would be given redirection, positive re-enforcement and he would be removed from the classroom for 30 mins a week for emotional support in dealing with his feelings. We did not see any further need for any other additional support at this time. The IEP will be re-evaluated next year and we will make changes to his plan as needed. My son has since started on medication, at home only, at night. This will have to be factored into his IEP as well. I hope this helps, at least a little bit anyway. PM me if you would like to chat! Good luck!

 

[polineedyan]

ADHD alone does not qualify a child for services there must be an educational need or they are breaking the law. Usually kids who qualify under OHI for ADHD are already on medication and still have problems.

Laws may vary by state, because where we live, my son qualified for 504 with merely a 'suspected' ADD. he was diagnosed as mild. No medication required, just behavior modification.

To the OP..you can continue to work with the diagnosing psychologist for the ADHD. This will be at your expense, of course. As part of the diagnosis, Im assuming there is a section where he/she has listed appropriate accomidations(sp?)
Between the Dr and the school, there will be an adequate list. The trick with these ADD'ers is to teach THEM how to live with their ways. Parents can often OVER accomidate, which can play into the problem..Give them wings.
I HIGHLY HIGHLY recommend the university of buffalo's website. They have a center for children and families. Its like buffalo.ccf. or something to that effect. They have a SUPER downloadable packet with very specific, effective, EVIDENCE-BASED, tips on how to help your child. It is a bit of work initially, but believe you me..Our son was on an IEP two years ago, and now is not on the IEP, just 504, and just left a study class because its no longer needed. All this, and no amphetemines..LOL..Good luck, it gets much easier for you all now!

 

[Pastamom]

HI

DS8 has ADHD with the "H" and impulsivity. He was diagnosed at 4. We told him that he has "wiggles" and the medicine that we give him helps calm the wiggles.

He does not qualify for a 504 because the school says his ADHD does not affect his learning. ( because he is on meds), however, for the most part the school DS goes to has been very accommodating.

Here are some great books for you and your child that we have read.
The Survival Guide for Kids with ADD or ADHD
Learning To Slow Down & Pay Attention: A Book for Kids About Adhd

Here is a website that has been very helpful also
http://www.additudemag.com/

Good luck - even after 4 years we still have good and bad days (mostly good when meds are working) We have a great psychologist that we work with. It's a tough road at times, but I wouldn't trade him for the world.

PM me if you need anything please

 

[Mandychelle79]

My dd is primarily inattentive adhd. Her IEP though is for speech and ot services. But because she has the IEP we put in accommodations for her ADHD. She gets: preferential seating, reminders to stay on task, extended time for test, private areas for testing. I have to meet with them on the 13 to do her plan again. I think im going to see about setting a limit for homework and see what they would suggest. Her meds to wane after she gets home so she really doesnt have the attention span.

 

[deerhart]

preferential seating, extended time on tests, study guide in advance of tests, organizational assistance,

All of these things can be provided in the general ed. classroom by the general ed teacher. I would suggesst trying these interventions first. The law now states that teachers must try and document various interventions before moving a child to special education services. This is called reponse to intervention RTI. Also, 504 is supposed to be for children who have a temporary need such as illness, behavior changes from life crisis, needs after surgery etc. If it is a long term disability which ADHD is usually seen as then he would be OHI under special ed. Is he showing an eduacational need that cannot be accomodated in the general ed classroom. Such as a quiet environment to work outside of the classroom, modified curriculum, reteaching, social skills classes. If the answer is yes then he will need special education services. You can request an OT eval and the meeting.

ADHD alone does not qualify a child for services there must be an educational need or they are breaking the law. Usually kids who qualify under OHI for ADHD are already on medication and still have problems.

WHOA this is not completely accurate info.

Section 504 of the 1972 rehabilitation act is disgend to be the Educational Equivalent of the American with Disabilities act and the disability portions of the Fair Housin Act.

It is NOT for temporary issues. It is wso that a child with a DISABILITY is not DISCRIMINATED against by the school because of the disability.


Next, children with IEPS can and do have their needs met in the regular general ed classroom. The key to IDEA and an IEP is that the services MUST be provided in the least restrictive environment. The general classoom is the least restrictive enviornment. Further, the child must show education need because they are not able to receive a free and appropriate education (FAPE). The definition of educational need is determined by what laws your state has passed that go beyond the protections under federal law (an example is a gifted mandate) or by what your SCHOOL DISTRICT has determined educational need is beyond the minimum protections by the federal law. For example, our school district recognizes CAPD as a disability eligible for an IEP, federal law does not. Always remember that your child's behavior that keeps OTHER children in the classroom from receiving a free and appropriate education does qualify the child, under IDEA, for an IEP.

As for what would be appropriate for your child's IEP, that would be based off the problems in school your specific child is having. It's not a one size fits all type thing (hence why its an INDIVIDUAL education plan).

I have one child (ADHD most likely combined but definitely hyperactive impulsive) who has an informal 504 plan with the school. We did an IEP eval on him and he was declined. We created an informal 504 plan with the school because he's started medication and we saw great improvements. The informal 504 plan is NOT enforcable and is basically just the school working with our son. His "plan" includes things like having a desk set apart from other students as needed, the ability to get up and move around during teaching times, the use of sensory items, an informal behavior intervention plan, teacher tracking and reporting of behaviors to the parents, etc... (he's only in 1st grade so no real need to address homework, test issues yet).

My older child has had an IEP since he was 3 years old and we had a Individual Family Service Plan. Even at his highest rate of SPED services (33%) he still spent 90% of the time in the general classroom. His only pull out was speech. Any other pullouts were for calming down and not set schedules. Much of the time the teacher came into his classroom (plus in kindy and 1st grade he had a 1 on 1 aide). In his younger years we did have a behavior intervention plan (bip), but its gone now. Much of his accommodations include preferential seating (away from the hallway due to his CAPD and to avoid noise), the ability and space to pace, longer time for state required tests (NOT regular everyday school tests), quiet place for testing (as needed), teacher to check back frequently for understanding, all instructions presented both verbally and written, having things reworded or explained differently as needed, access to sensory items as needed, access to resoruce room for decomp/destress as needed, teacher checking his homework notebook each day to make sure he's gotten all the homework written down, assistance with going over grades, turning in homework etc as needed, advanced notice of changes in his schedule, etc...

Now my oldest is more then just ADHD-HI (he's also dx with CAPD and MERLD)

Very quick law school lesson here.

Federal law is the same in every state. It is the minimum protection that the state must abide by. Special education categories are set by Federal Law. Section 504 is federal law and thus the same in every state. As I mentioned earlier, a state may pass a law that grants a person MORE protection then federal law, but they cannot make less protections. ADHD is a recognized disability for both IDEA and section 504 and has been for over 20 years.

With any law that affects a disability, eligibility is NOT based on just HAVING the disability, but you MUST show that the disability is getting in the way.

There are lots of people with disabilities that function at a normal or almost normal level and thus don't qualify under the laws.

 

[fimac]

For dysgraphia there is a very good yahoo group. the people there are very knowledgeable . Good luck as it is really not well understood. I recommend that you start teaching keyboarding as soon as possible.



Dysgraphia and the US Public School System
Dysgraphia is often very misunderstood in public schools across the US as to the potential severity of its educational impact. Even when Dysgraphia has been diagnosed by an appropriate professional such as Neuropsychologist or Neurologist, the area of handwriting problems and their effective solutions are often not appropriately addressed for special needs kids in both inclusive and self-contained classrooms. It is often thought that continued handwriting practice will improve a Dysgraphic student’s ability to use paper and pencil alone as a useful tool to complete all their written schoolwork. This is rarely the case. While Occupational Therapy can often help to improve a Dysgraphic student’s handwriting to a certain extent, as these students get older and written demands continue to increase each year, it is very common for these students to often write the minimum just to “get by” and their attitude about school and themselves can be negatively impacted to a significant degree. It is not uncommon for these students who do not have appropriate “handwriting solutions” in place to eventually have emotional and behavioral challenges related to their frustration in not being able to complete finished written products similar to those of their peers. This is especially true of bright students who have so much to say and no way to communicate it adequately in writing.

 

[schlpt]

My 13 year old son also has dysgraphia. We worked with OTs for many years to address his hand writing as well as functional ADL such as shoe tying and utensil use. The OT in school could only address the written output while our private OT addressed his home needs like dressing and eating. He is now in 8th grade and has not had OT since 3rd. He attempted use of alternate handwriting programs for print and cursive but was only minimally successful so by 4th grade we made the move to most all written work being done on the computer. Since the switch his confidence and focus in school has been tremendous, he doesn't has to exert all that energy on the process of forming letters so he can just write. This year the school provided him with his own laptop that he carries through out the school day. He had an IEP in preschool and kindergarten but was switched to a 504 in 1st grade. I have had to, at times, fight to get them to acknowledge that his disability continues to have an educational impact even if he's in honors classes and getting A's. The most important accommodations to ask for are modifications of length of written work and alternatives to written output for responses including but not limited to multiple choice, a scribe, computer/word processing device or verbal responses. You should definitely request that the school system complete an OT evaluation and may want to consider a communication evaluation and specific academic testing since handwriting can impact all areas of learning. Let me know if you have any more specific questions, I am lucky that I am a physical therapist in a school system (not my children's) so I know how the system works.

 

[Kudrah]

preferential seating, extended time on tests, study guide in advance of tests, organizational assistance,

All of these things can be provided in the general ed. classroom by the general ed teacher. I would suggesst trying these interventions first. The law now states that teachers must try and document various interventions before moving a child to special education services. This is called reponse to intervention RTI. Also, 504 is supposed to be for children who have a temporary need such as illness, behavior changes from life crisis, needs after surgery etc. If it is a long term disability which ADHD is usually seen as then he would be OHI under special ed. Is he showing an eduacational need that cannot be accomodated in the general ed classroom. Such as a quiet environment to work outside of the classroom, modified curriculum, reteaching, social skills classes. If the answer is yes then he will need special education services. You can request an OT eval and the meeting.

ADHD alone does not qualify a child for services there must be an educational need or they are breaking the law. Usually kids who qualify under OHI for ADHD are already on medication and still have problems.

I don't want to be rude, but 504 plans are for MUCH more than what you suggest. The Supreme Court has ruled that it may be appropriate for 504 plans to be used when a child does not qualify under IDEA. There may not be an educational need but a child is entitled to EQUAL ACCESS to a FREE AND APPROPRIATE education, which is exactly what a 504 plan can provide. Based on your definition above, a child with a peanut allergy would need to be in Special Ed, because it is long term and not temporary. 504 plans are intended to guarantee the Civil Rights of any student to insure that they have equal access to the same educational opportunities as students without their particular disability, handicap, or condition. Whether that is preferential seating, untimed tests, etc. or making a school a latex-free/tree-nut free zone, etc. A child with ADHD who is on medication and can manage B's but could be getting As with a few small modifications is a great example of this. If his organizational challenges that come with ADHD prevent him from being able to fully participate in the classroom because he is a couple steps behind everyone else, then he is entitled to certain accommodations that level the playing field for him, so to speak.

The Supreme Court has specifically stated that Special Education is NOT and cannot be a 'one size fits all' experience.

While RTI does indeed attempt to head off the need for special ed services, it is NOT always required that children have an educational need in order to qualify for a 504 plan. A child doesn't have to be failing or behind in his/her assessments in order to be entitled to full and equal access to a free and appropriate education. RTI is an attempt to provide children the chance to learn in the least restrictive environment, which is what IDEA mandates. It is not necessary to document that RTI was unsuccessful before putting a child on a 504 plan. All that is required for a 504 plan is that the parents and school agree and put it in writing. At that point, it becomes enforceable...so schools are naturally going to be very careful in what they agree to provide. But a child doesn't have to be failing or performing at less than grade level to be entitled to protection against discrimination, which is what section 504 guarantees. For instance- a kid who routinely gets Cs in a class because the teacher only lectures and writes stuff on the overhead and makes the kids take notes might get an A if they were given a copy of the teacher's outline and only had to fill things in as the lecture proceeds- that classroom setup discriminates against kids who have ADHD because they have to keep looking down at the paper, up at the board, they lose their spot, they are hurrying and trying to write down what the teacher is saying and trying to catch up instead of being able to actually think about the content. It's not really fair that the kid has to live with Cs all year when he/she could be an A student if his/her disability were accommodated. Simple changes like that can usually be accomplished with willing and understanding teachers without a formal plan in place...but in some situations it is necessary and appropriate that such protections be formally documented, when you run up against teachers who think that ADHD is just an over-used excuse for laziness.

It's all about learning your rights and how to advocate for your child. I've never had to take a district to due process, but you can be damn sure that I know exactly what doing so entails, and that I make sure they know that I am prepared to advocate for my son should I feel he is being put at an unfair disadvantage because of a disability.

 

[Kudrah]

LOL I started my previous response earlier in the day and came back to it just now, and after I've posted it, I see that other people have already set the record straight on the purpose of 504 plans.

 

[deerhart]

LOL I started my previous response earlier in the day and came back to it just now, and after I've posted it, I see that other people have already set the record straight on the purpose of 504 plans.

I will go even further to say that in some states (especially those with gifted mandates) a child who is not failing, who is getting a's and b's, who has tested in the gifted range of intelligence can have an IEP.

I know some will disagree with me, but my kid is a prime example of this.

The issue with SPED is that there are a lot of myths and misconceptions that get passed around. Also, many many things do not make common sense when you first look at them. A GOOD example of this is the special education label for Educational Autism. It's short, sweet, and has NOTHING to do with an autism dx. Even children, like my son, who do not qualify for an Autism dx, who have a dx that specifically RULES OUT autism, can be classified in Educational Autsim (which has been his classification since Kindy).

The even quirkier thing about it is that the states report to the CDC the number of kids classified in special education under Educational Autism to help them build their numbers on how many kids have a MEDICAL dx of autism. So, my clearly NOT autistic child, is one of the 1 in 150 that the CDC reports as having autism.

Again, when your dealing with either a 504 plan or an IEP, you MUST look at exactly what behaviors problem your child has and what can be done to address them. What one child has in the IEP may not be what your child needs. Neither of my kids with ADHD need more time to take tests (in fact they need to slow down!), but then again, my oldest needs to extra help in laying out/doing projects and getting examples and better explanations on what he's supposed to do. We learned that the hard way when he had to design a brochure and didn't understand why he got almost no points for his use of graphics when he drew pictures on the back (he pretty much did each "step' on the grading one after another and graphics was last). For his Lewis and Clark timeline, he was able to bring it home and we were able to sit down and teach him how to pick out graphics, connect them up with an appropriate subject matter, and work them into the timeline.

 

[tam626]

Very informative thread. My 4 1/2 yr old is most likely adhd. He just saw a psychiatrist this past week & we need to go back in a month. My older son, 23, was adhd & while it is hereditary, both boys got it from their fathers'. I remarried & did'nt realize my current dh has add, harder to detect without the hyperness. Anyway, when older son was in school, we got no help from the school. They tried to say adhd is not a learning disability. I am learning alot more about our rights with my 4 yr old & will be prepared to fight for them when he starts school, so thanks for the info on 504 & IEP.