A Concerning Perspective on Accommodation Reduction
I read a disturbing article by a pretty respected psychologist who deals with learning issues and ADHD. He seemed to connect a poorly diagnosed child with the need to only provide 10% of an accommodation. This child like I’m sure so many others was quickly diagnosed in the office in a ten minute evaluation by a pediatrician who clearly missed the memo on the use of the DSMV when diagnosing this medical diagnosis, something that often leads families to seek additional ADHD resources for parents or even an ADHD Advocate for clarity.
Mixing Misdiagnosis With Accommodation Decisions
So I think mixing up two issues, a misdiagnosis and how to use accommodations certainly clouds the issue. Certainly children deserve to be evaluated by an experienced clinician who understands the use of criteria in the diagnosis of ADHD. In addition, all other diagnoses should be ruled out through a complete physical assessment.
The Importance of Proper ADHD Identification
Once a child has the diagnosis of ADHD, and it is determined by data from both parents and school staff that ADHD is impairing a major life function, then it is important to include in the 504 all accommodations that will allow level of the playing field. Many parents at this stage often explore IEP Services or a local IEP Advocate simply to ensure everything is documented correctly.
The Issue of Subjectivity in Schools
This article is concerning because it seems to reflect that subjectivity that many in the schools use when they believe that they are allowed to use only some of the accommodations when they determine they are needed. Sometimes it is determined that they are not needed and sometimes, it is determined to minimize the strength of the accommodation. That is what is discussed by this psychologist.
A 504 Is a Legal Document
There is no room for subjectivity in the following of a 504. It is a legal document just as the IEP is and must be completely followed. It is not to be altered by bias. I have heard many clients tell me that their children in middle school and high school are getting older and need to start becoming more responsible. Yes, that is true. But they dismiss this invisible medical diagnosis and the need for accommodations in the areas in which they struggle. Families often end up consulting an IEP Consultant or using IEP Training resources just to make sure the school follows the plan accurately.
The Demands Placed on Students
Our kids are in an environment that they often find so difficult. They must process language fast enough to take the notes, focus to hear assignments, organize, initiate, transfer, and use a whole host of executive functions. They can certainly begin to learn some strategies that help them with their independence. But many times, the accommodations go hand in hand with those strategies to achieve success, especially common supports found in an iep accommodations list for attention-related struggles.
