In talking to a bright lawyer who has tried over the past two years to get academic support for her son, I realized why our kids with ADHD continue to not receive necessary help. Any time a lay person faces a professional, the assumption is that the professional knows more in that area and will be honest and divulge information that is pertinent to his profession. So when a parent seeks help for his child, he assumes that he is able to secure this if indeed the child needs it. If the parent is told various things that point to an unnecessary need for this help, the parent backs away. He may be frustrated, angry, and desperate, feeling incapable of accessing help for his child. The parent also feels that although the child is struggling, maybe the teacher/administrator is right: he needs to try harder. Here are a few statements that I have heard that represent misinformation and leads to the lack of support for our kids with ADHD.
- 504’s only are appropriate for those with physical disabilities.
ANSWER: 504’s are part of the Disability Act of 1973 and serve to level the playing field in areas of both physical and mental disabilities through appropriate accommodations, individualized to the child. What would be examples of accommodations: peer and teacher notes, partial assignments that show understanding of the material, time and a half for testing. Most important is the need for individualization. Cookie cutter accommodations are not effective! Remember, kids with ADHD are individuals and are NOT their diagnosis!
- There must be a significant gap between IQ and achievement to show need for support. Many times administrators decide subjectively that based on a certain IQ value, he is only able to function at his current ability!
ANSWER: IDEA does not discuss this gap. But many times, school personnel will decide that based on a certain IQ value, a child with ADHD is only able to function at his current ability and therefore does not need support. Since this is untrue, it is so important to document your child’s struggles, gathering data like teacher comments, missed assignments, incompleted class work, behaviors that are disruptive, and failing grades.
- It is not necessary to sign for an evaluation done by the school.
ANSWER: A signature from a parent or guardian is needed for a complete psychoeducational evaluation that will test in all areas of the suspected disability.
- A diagnosis of ADHD mandates an IEP.
ANSWER: The eligibility of an IEP upon a diagnosis of ADHD depends on other factors that show a limitation of accessing an education. 50% of kids with ADHD do have a learning disability. Also, executive functioning deficits can certainly impact learning.
- The child study team only needs to meet once a year to go over the IEP in order to make changes.
Answer: A parent can call a meeting to discuss concerns regarding the IEP anytime.
Parents are considered part of the team since they do know their child best. Many times, they do not really feel this way. The IDEA, Individual Disability Education Act, protects parents and the rights of their children. Your voice matters as you advocate for your child. And that necessitates knowledge!
It’s important to be able to deal with the IEP team in a positive way. Please reach out and schedule a free 20 minute consult with me! Yes, you know your child best, but in addition, it is so important to have the knowledge to effectively advocate and support your child!
