Families with students who have ADHD are considering the possible benefits of academic accommodations during the year ahead. The researchers obtained information from the parents of 2, children with ADHD between the ages of 4 and 17 years.
They found that almost 70 percent of students received one or more school-based service and 62 percent received educational support. Of the students with a formal education plan, about 43 percent had an IEP while almost 14 percent had a plan.
This showed a gap of at least one out of five students without any school-based services for academic or social impairment, the researchers noted. Students who do receive academic support , including an IEP or plan, have a greater opportunity to learn the material and demonstrate mastery in the subject than they would have without the academic support. Middle and high school students were less likely to receive academic and behavioral support than students in elementary school.
To be eligible, the disability must affect functioning at school. To determine eligibility, a multidisciplinary team of professionals will evaluate the child based on their observations; the child's performance on standardized tests; and daily work such as tests, quizzes, classwork, and homework.
As a parent, you can decide whether to have your child assessed. If you choose to do so, you'll be asked to sign a permission form that will detail who is involved in the process and the types of tests they use. These tests might include measures of specific school skills, such as reading or math, as well as more general developmental skills, such as speech and language. Testing does not necessarily mean that a child will receive services. Once the team members complete their individual assessments, they develop a comprehensive evaluation report CER that compiles their findings, offers an educational classification, and outlines the skills and support the child will need.
The parents then have a chance to review the report before the IEP is developed. Some parents will disagree with the report, and they will have the opportunity to work together with the school to come up with a plan that best meets the child's needs.
The next step is an IEP meeting at which the team and parents decide what will go into the plan. In addition to the evaluation team, a regular teacher should be present to offer suggestions about how the plan can help the child's progress in the standard education curriculum. At the meeting, the team will discuss your child's educational needs — as described in the CER — and come up with specific, measurable short-term and annual goals for each of those needs.
If you attend this meeting, you can take an active role in developing the goals and determining which skills or areas will receive the most attention. The cover page of the IEP outlines the support services your child will receive and how often they will be provided for example, occupational therapy twice a week. Support services might include special education, speech therapy, occupational or physical therapy, counseling, audiology, medical services, nursing, and vision or hearing therapy.
They might also include transportation; the extent of participation in programs for students without disabilities; what, if any, modifications are needed in the administration of statewide assessment of student achievement; and, beginning at age 14, the inclusion of transition planning as a part of the process. If the team recommends several services, the amount of time they take in the child's school schedule can seem overwhelming.
To ease that load, some services may be provided on a consultative basis. In these cases, the professional consults with the teacher to come up with strategies to help the child but doesn't offer any hands-on instruction.
For instance, an occupational therapist may suggest accommodations for a child with fine-motor problems that affect handwriting, and the classroom teacher would incorporate these suggestions into the handwriting lessons taught to the entire class. Other services can be delivered right in the classroom, so the child's day isn't interrupted by therapy.
The child who has difficulty with handwriting might work one on one with an occupational therapist while everyone else practices their handwriting skills. When deciding how and where services are offered, the child's comfort and dignity should be a top priority. The IEP should be reviewed annually to update the goals and make sure the levels of service meet your child's needs.
However, IEPs can be changed at any time on an as-needed basis. If you think your child needs more, fewer, or different services, you can request a meeting and bring the team together to discuss your concerns. Most children with ADHD are not enrolled in special education classes, but do need extra assistance on a daily basis. Close collaboration between the school, parents, and healthcare providers will help ensure the child gets the right support. The NRC provides resources, information, and advice for parents on how to help their child.
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