31 COMMENTS!

ADDitude's Back-to-School IEP Challenge

Tell us about your child's IEP, for a chance to win our ADHD at School e-book.

Kay Marner, ADHD Parenting Blog

31 Comments:

• Posted by Frustrated Mom of 5 yr old ADHD - Sep 28 2009 @ 12:56 AM
  IEP Pre-K (5 year old son)
  My son's special ed teacher adopted a new plan this year inspired by my son's love for LEGOS. For everyday that he does not get a time out, he gets a LEGO piece, after 10 pieces have been earned he gets to take them home. He brought his first baggie of LEGOS home last week and was so PROUD! We also have a notebook that we use to communicate on a daily basis of his progress and any issues he may have. The LEGO idea has really been great!
• Posted by Sher - Sep 23 2009 @ 4:07 PM
  IEP Middle School
  My 8th grader has a set of books at home for those "forgotten books". Assignments in assignment book written by my son are initialled by teacher as being correct. I am contacted after two missing assignments and he receives a lunch detention to make up missed work. Gum is allowed during tests. Seating near teacher. Physical and verbal prompts for refocusing. ONE folder for all homework assignments. Writing on graph paper to assist with poor handwritting.
• Posted by Cheerydale - Sep 23 2009 @ 7:52 AM
  High School IEP
  My 11th grade daughter has done a great job of weaning herself from many accommodations to a few. Her favorite, and the teachers too, is that of taking tests in the classroom. She starts the test with the other kids and if she is struggling or does not feel she has enough time, she is to write her guided study hall teacher's name at the top of the test. Then she turns the test in just like all the other kids in the class. When she gets to guided study hall, the test is waiting for her to finish or to ask for clarification from her IEP teacher. None of the kids in the class are aware of this accommodation and that is also important when you are a teen. It also encourages my daughter to try taking tests in classrooms with distractions, and she has less anxiety, knowing she has this option if needed.
• Posted by adhdmomma - Sep 19 2009 @ 7:00 PM
  classroom accommodations
  My 2nd grade son does not have an IEP but has a 504 Plan. The basic accommodations are: (1) a taped area around his desk where he can move freely and be counted as "in his seat." (2) proprioceptive input/heavy work activities to combat sensory issues. (3) handwriting is bad so special paper, pencil grips, and can read back anything his teach can't read but is grading him on (like spelling tests). I would say the most important for us is the accommodation to move freely when he just can't be still. He would be punished constantly if not.
• Posted by gummie22 - Sep 18 2009 @ 8:14 PM
  IEP Accommodations
  My son is starting 4th grade, and has received services since he was an infant, as he was a 28-wk. preemie. He has ADHD, sensory processing disorder, PANDAS (a tic disorder), OCD and anxiety. He's taking Vyvanse and Tenex and he's doing great. I'm a special education staff developer and I train others on IEPs, so my son has a pretty nice one. When you said "real life" accommodations, you were right on. These must be based on the child's needs, not what they give to most of the kids. Every kid has unique needs! My son's accommodations include using an Alphasmart for all extended writing tasks in the classroom AND on standardized tests, and a ton of Testing Accommodations. I drafted my requests based on our State Ed. departments testing accommodations manual and proposed them at my son's IEP review. The team was in awe and also in total agreement about the accommodations - they made so much sense for our son! They are: double time on tests longer than 20 minutes, with a 5 minute break per 20 minutes of testing; use of a visual timer set for 20-minute intervals; separate location for standardized tests; answers recorded in test booklet instead of answer sheet; use of on-task focusing prompts; use of word processor for extended writing tasks on tests; test directions and questions read aloud... and there are a few more. Best of all, he feels comfortable when he takes these tests, and he is doing very well, meeting grade level standards! His accommodations help him succeed in an inclusion class and we're hoping he will be able to mainstream to a general ed. class in the next few weeks. With accommodations!!!!
• Posted by WendyS - Sep 15 2009 @ 11:53 PM
  Back-to-School IEP Challenge
  My 14 yr old son has brain damage from a brain tumor along with ADHD, a math disorder, ODD, depression and cognitive disabilities. I'm told he isn't lacking enough for IDEA or 504 but he does get an IEP. He gets to keep a set of books at home, limited math assignments, goal of completing 75% of his homework, most test are read to him, a calm down spot when he needs it (has anger issues too) and he gets to do the errands for teachers. He also has a behavior plan that has been made seperate from the IEP this year in order to adjust it easier. I have asked for OT to be done this year and the school is going to work that in. He is medicated with Lamictal, Prozac and Ritalin LA. My 11 yr old has adhd and is controled with the Daytrona patch and does not need an IEP.
• Posted by East Coast Mom - Sep 15 2009 @ 9:33 PM
  IEP - early start in Kindergarten
  Knowing that my adopted son, Aleksi, nearly 6, had some issues, I got an early start with Early Intervention and formal evaluations. Besides ADHD, Aleksi has Non Verbal Learning Disorder, plus anxieties and some Sensory Issues. Being a charming, socially engaging and conversational little person, the school tried to discourage the need for an IEP because "he is too young." NOT SO. When they finally gave him their standardized tests, the findings were stark - his test results were surprisingly low and in contrast to their 'observations'; in the end, they had no choice but to proceed with accommodations. Naturally, K is less structured than Grades 1+ (in that the classroom space is open, there are no fixed seating arrangements, etc, ) Among other services, Aleksi will be receiving OT services. For movement, they have provided a balancing ball to sit on vs a chair, will permit him to stand up to eat snack or write on an easel, if that suits him better than a flat desk. Aleksi is VERY ACTIVE - every part of him is almost in a constant state of motion. Still, the school is questioning whether or not his need for movement is hyperactivity vs sensory seeking behavior. They are looking for the child to 'calm down' after the activity - Alek doesn't calm down at 9PM after a full day of school, swimming and more playing. In my opinion - what is the difference if it is hyperactivity or sensory integration disorder? The child needs to move around. The IEP includes scheduled 'motor breaks' during the day either in a sensory room equipped with swing, trampoline, and the like) and/or the teacher is supposed to include more motor breaks in the class for all the students. He will be taken out of the class as little as possible so as to avoid too much disruption, but enough so that he is not so distracted and can focus better on a 1-on-1 basis. He has visual-spacial issues, so copying from a board will be impossible, for such tasks, an aid is supposed to be available to guide him and reiterate the lessons of the day (auditory processing is challenging). "Handwriting without Tears" is the method to be used to help improve letter writing skills. School's only been in session for 1 week and this schedule has yet to gel. This is my first foray on this (or any blog), Thank you for being here.
• Posted by Kelly - Sep 9 2009 @ 5:23 PM
  Homework accomodation
  My son is in 8th grade this year and is very overwhelmed with the homework load. In the past we have tried doing the even or odd number problems which helped at times. This year we are trying a time limit. For example he is to work on Math for a half an hour and what gets done gets done. A time limit has helped because he can see the end where as before all he could think about was how long it would take for him to complete all his work
• Posted by Roy - Sep 9 2009 @ 1:21 AM
  IEP accommodations
  I am a teacher and I suggest auditory cuing to sustain attention by asking "How will you remember this?" This is used during class or one-one discussion of important concepts.Ex. geometry shapes, "How will you remember this is is called a pentagon?" This question requires student attention (thus can be repeated), allows processing time for memory, allows creativity of mnemonics,gives arousal to the executive function.It can be written into the IEP as:student will be asked, twice, during class of how he will remember facts or rules.
• Posted by chb123 - Sep 8 2009 @ 9:53 PM
  IEP for FCAT
  My daughter and her class had to start preparing in 1st grade for the FCAT which did not count until 3rd grade. This is testing in Florida that rates the schools on how well they prepare the students in reading and math. Well, she was so afraid of getting into trouble during the test that she wet herself trying to hurry. I had the IEP include accomodations for seperate testing room with a proctor and(a few other students)along with extra time so she wasn't hurried. She scored one of the highest scores in 3rd grade! YaY! for Mommy!
• Posted by GinaK - Sep 8 2009 @ 3:13 PM
  Daily check in sheet
  When my children get medication changes or stressful events, I contact the teachers and tell them that they are doing a daily check in sheet. The teachers can check a box if all is well. If not, they write comments and let me know where we need to work. The I.E.P. is the place to "obligate" the teachers to fill out the form. Middle School was an extremely difficult transition for my ADD and ADHD twins. We do daily check off before report card time so there are no surprises. Also, all long term projects have to be broken down into manageable tasks with weekly deadlines rather than a two month project that overwhelms them. They get extra time for all tests if they need it.
• Posted by GinaK - Sep 8 2009 @ 3:07 PM
  Setting the tone in the IEP meetings
  My sons are involved in their meetings with their teachers. It surprised their teachers at first, now they are used to it. We always start the meeting with the statement,"This is the team that wants to see you do well at school. They want to know what will help you. Can you tell them what you think will help you do your best and why you think it will help?" The kids tell them about the distraction of the windows, or which students distract them, or how a hand on their shoulder with gentle pressure down reminds them to focus again without embarassing them. The kids know the teachers are on their "team" and the teachers understand why the accomodations are important. Also, I take my ADDitude magazines to the staff lounge for them when I'm done. I have also been known to make copies (shame shame) and send them to the teachers with notes on them.
• Posted by GinaK - Sep 8 2009 @ 3:00 PM
  OVERSTUFFED backpacks
  My sons were so tired of forgetting the right books to bring home and trying to negotiate their lockers and combinations and getting to class and seeing friends and socializing in the hallways....They were NOT using their lockers at all resulting in 40 + pound backpacks. The accomodation is that their textbooks now stay in the classroom AND there is an extra copy of the text books here at home. That lightens the load in their backpacks and saves their backs and fear of forgetting.
• Posted by Karen W. Bass - Sep 8 2009 @ 1:56 PM
  IEP - 5th grade daughter and 7th grade son
  I have two kids with IEP's and a third grader who does not (Yet!) Here's our favs: 1. Both - extra set of text books for home (can't say I forgot my Social Studies book!!) 2. Both - sit up front 3. 5th grader - still needs fidgets (rubber ball, squeezy things etc.) 4. 5th grader - get out of seat to run teacher "errands" 5. 7th grader - math and language arts in the morning 6. Both - just knowing they have advocates because the teachers, counselors and mom/dad are all in sync and on their side!!!
• Posted by Brando88 - Sep 2 2009 @ 7:42 PM
  IEP 4th grade accommodation for written homework
  Homework is a stressful time for our family. My son takes medication during the school day and we are working with his doctor to add an afternoon dose to help during homework time. By the afternoon my son is tired and distracted. He often knows the answers but he can't focus to write the answers down. I annotate on the paper that I "scribed" the answers for him and I write his answers down. I had this added to his IEP; afterall, we're trying to see if he knows the material not if he knows how to write. They don't even teach handwriting in our schools, so I don't think it should be an issue in doing the assignments.
• Posted by Brando88 - Sep 2 2009 @ 7:40 PM
  IEP 4th grade accommodation for written homework
  Homework is a stressful time for our family. My son takes medication during the school day and we are working with his doctor to add an afternoon dose to help during homework time. By the afternoon my son is tired and distracted. He often knows the answers but he can't focus to write the answers down. I annotate on the paper that I "scribed" the answers for him and I write his answers down. I had this added to his IEP; afterall, we're trying to see if he knows the material not if he knows how to write. They don't even teach handwriting in our schools, so I don't think it should be an issue in doing the assignments.
• Posted by rookie - Sep 1 2009 @ 4:50 PM
  Back-to-School IEP Challenge
  For tests or graded classwork/homework: My son is given an opportunity, at another time or the next day, to complete answers left blank, with "I don't know", "0", or "?" on the answer line. (He is clearly having trouble focusing, is frustrated, zoned out or shut down when he answers like that.) When given the opportunity to complete/change the answer, if he does not change anything, the grade stands.
• Posted by vanstac - Aug 27 2009 @ 11:01 PM
  IEP Elem School
  My son who is entering 4th grade has many accomodations. He has Sensory Intergration Dysfunction, ADHD Symptoms, and High Anxiety. He receives Extended Testing time with the option to take test outside the normal classroom setting and some of his test are read to him. Tracking from the Board is difficult for him so his teachers must provide his board work in written form for him. And one of the best accomodations for him is the disco-sit cushion and proper desk and chair height. He has had an IEP since preschool and this year we are adding the option for him to learn keyboarding and typing since his motor delays make writing difficult. Hope these suggestions help someone else in preparing their childs IEP.
• Posted by lisag80123 - Aug 27 2009 @ 11:38 AM
  School work at school
  My son was getting a huge amount of homework and we were struggling to get it all done. I then found out it was school work they were sending home. My son would say, "Oh I'll do it at home." Are you kidding?! No way. After working all day, we were doing homework until 10 sometimes. It was written into his IEP that he could earn extra recess by completing his work at school. And whatever was assigned as school work had to remain at school. Suddenly, homework was not the main focus of our evenings. He was getting so much more done at school too.
• Posted by KatieS - Aug 27 2009 @ 9:22 AM
  Back-to-School IEP Challenge
  My son has had an IEP since 5th grade. He is now entering 8th grade and one effective part of the IEP is the reducted classwork and homework as needed. This way it does not become a crutch. For example if the math homework has similar problems then he can do every other one. Sometimes he forgets that he has this accomodation and ends up doing them all, that has happen over time as his attention has improved. But there is some nights where he struggles and he has that accomodation. Another important part is dictating long writing assignments as writing is a painful process for him and take so, so long and keyboarding becomes playtime.
• Posted by SusieQ - Aug 26 2009 @ 1:13 PM
  IEP accomodations
  For my 10th grader, who's on an IEP for the 1st time after years of only a 504 plan he now gets the daily help at school for keeping himself organized.
• Posted by jenmouse - Aug 26 2009 @ 12:59 PM
  Just getting started - 1st grade and ADHD
  I am just getting started - DS will be in first grade and I am waiting for a meeting date with his teacher and school psychologist to set up some accommodations for this year. I will also be requesting an IEP evaluation. I am hoping the teacher will agree to a daily behavior sheet - it's always better for me to know what's going on on a daily basis. My tip for living well - I have made morning and bedtime routine charts and laminated them so they can be checked off with a dry erase marker. The morning routine is on the kitchen fridge and the bedtime routine is in the hall between the bathroom and DS's bedroom.
• Posted by overitnow5 - Aug 26 2009 @ 12:43 PM
  Entering 2nd grade
  My son has ADHD with distractibility. He is not normally hyper so his case sometimes confuses his teachers. He also has dyslexia to add to the frustration for him. In his IEP they have provided him with special assistance. If they are having a math test, they will cut the paper in half and allow him to do only 1/2 and get them correct rather than being overwhelmed at the whole page and just writing down any number and getting them all wrong. They are also reading his tests and papers to him so he will be able to keep up with learning to read (his struggles with the dyslexia).
• Posted by mothership - Aug 25 2009 @ 10:21 PM
  IEP meeting format
  The main thing that helped us with our daughter's IEP meeting was taking some charge of the proceedings by presenting an agenda of our own. I wrote up a summary of our daughter's strengths as we see them, and asked the team for their input as well. I then listed things we wanted to see worked on and asked for input from the team on that one too. I sent it out to the team members ahead of time, so they could have time to look it over and come back with feedback. The meeting went great, we actually spent more time on our agenda than theirs! It also brought out some revelations and ideas that probably would never had come up, had we stuck to the "usual" plan.
• Posted by ChrisRD - Aug 25 2009 @ 9:55 PM
  IEP 3rd grade
  While in 2nd grade, my son's teacher created "fidget" diversions for my son, and used velcro to attach them under his desk. They included a piece of cloth with something sewn inside that made a crackly noise and a squishy ball. He also had something that hung over the backrest of his chair that was just "bumpy" enough to focus him. These items are all included in his IEP for this year. Also, he had a large folding board that he could put on his desk (a 3 part presentation board) when he felt distracted by the activity in class.
• Posted by liz - Aug 25 2009 @ 11:55 AM
  2 accommodations - red line and recorders
  My son gets frustrated at seeing a page full of math problems, and mentally checks out or melts down. It's helped when a teacher puts a 'red line' (or blue, greeen, whatever color they choose!) on the paper after the 1st 3 problems, then have him set that goal to just do those 3, check them, take a deep breath and stretch, then put a line under 3 more, and proceed in smaller increments that way through the assignment. We also had one teacher offer to record the class lecture portion so that he could listen to it after class while doing homework. That way he didn't have such difficulty and anxiety trying to keep up with taking notes. When he is trying to write as fast as possible, he misses a lot and doesn't really think about what is being said. These have both has helped to lower his anxiety and let him enjoy learning!
• Posted by crikard - Aug 25 2009 @ 10:55 AM
  IEP 10th grade
  My son has had an IEP for years. The transition to High school last year was not the best. The school hired a new Special Ed. Asst.Principal who seems very creative and totally understands what the parents are going through (she has an ADHD child). In addition of a case manager, she is providing a male staff member of the school who is a retired engineer (which is what my son aspires to be) to have lunch with him and keep on top of him with his organization and assignments. This mentor will also communicate with my husband I as well. I feel like my son may finalize realize how important his "job" is right now and what is will take to be successful. He will finally hear it from a mentor not just his parents!
• Posted by ski - Aug 25 2009 @ 10:34 AM
  Math
  My daughter is entering the 6th grade and is just receiving her first IEP. In addition to her ADHD she has dyscalculia and a perception disorder. She has a very difficult time with place values and struggles to write the numbers in an order that is easy to read. To help her with this she will use her lined notebook paper landscape.
• Posted by Mochabelle - Aug 25 2009 @ 9:25 AM
  4th grade accommodation
  My son's school uses lockers starting in 4th grade. It only took a few months for his locker to be a jumbled mess where nothing could be found (leaving him chronically unprepared for class and homework). I was able to have the school assign him an additional locker - one for his school materials, and one for "take home" (jacket, backpack, lunchbox and any materials he would need to take home..."depositing" them in this locker after class). It took some time and a lot of modeling, but has ultimately been an invaluable tool in helping him with his disorganization.
• Posted by JLHoover - Aug 25 2009 @ 7:58 AM
  IEP 3rd grade
  My daughter was diagnosed with ADHD last year and is in 3rd grade this year. She always feels rushed during spelling tests and spelling is a huge struggle for her. For her IEP she is in a classroom with an FM system and she is pulled out of class to take her spelling test separately so she is not rushed and can focus.
• Posted by dianeshale - Aug 25 2009 @ 7:53 AM
  IEP Entering Middle School - Contest
  My son entered middle school this year, and I was thrilled at how the guidance office was willing to work with our family. They scheduled the classes he needs to concentrate on (and often struggles with) early in the morning when he is able to really focus and the more active classes toward the end of the day. This last class is gym - which is great because he comes home and is ready to focus on any homework he has.