i know what you mean. I am on my 2nd year trying to get help for my 8yr old son in 3rd grade.a friend helped me write a letter to get a FBA=functional behavioral assesment done through the school with all of my childs teachers /team participating.i sent a letter to the principal and special ed director. maybe you should do the same.also my sons grades are excellent so again after the schools eval this year my cse meeting is cancelled. i was told not to tell the school district too much and get a independent neuro/pshy.you need info just like the school got to be a advocate for your child.i'll keep ypu posted.also go to your districts septa meetings or special ed meetings.and learn the law and rights of your child-the school district is not helpful but the teacher and me have set up a behavior program that follows from school to home to help us communicate and keep my son aware of what we need from him,expectations,consistancy ...etc -good luck-

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I have not had to do this yet. For my son so far it's worked out with his teachers ok but i know someone not so lucky and she had to go get a advocate for her son to make the school accomadate his needs. It made a huge difference in getting what her son needed. Next yr my son start Jr high (6th grade here) and i am worried since it won't be just one teacher all day but up to 6 different ones. I will bet getting a advocate if need be.

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Patience.. this is always helpful. Take a look at the laws in your area. however, requesting an IEP evaluation is within your rights. You must put it in writting and they (the school, principle, teachers, and district) are required to comply with and evaluation within a set amount of time. This is a Federal Law and by knowing your rights - you will be your child's best advocate. A students "good" grades are not enough to disqualify them from having accomondations - in fact even gifted children receive IEP's. Take a look at this website for more information and continue to do research. I have been a loud voice at my son's school and continue to read all information that I can get my hands on. I have even took classes at our local junior college on "Exceptional Children" & "Children with Special Needs". Good luck.. I hope this is helpful for you. Don't give up!!

http://www.wrightslaw.com/info/iep.index.htm

http://www.ed.gov/parents/needs/speced/iepguide/index.html

http://www.tsbvi.edu/Outreach/seehear/winter01/mistakes.htm

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We, too have struggled with the do we/don't we questions off accomodations at school. Our son is now in 3rd grade and has a fantastic teacher (her own son is ADHD) that really understands. However, with all of the pressure for time based testing as the children get older, our own doctor strongly recommends a 504 plan rather than an IEP. Because he is very bright and does well in all his subjects, an IEP is not required. The 504 plan allows some "looser" accommodations such as more time to complete a test as well as some private signals or key words the teacher can use to reign in certain behaviors without humilitating the child. Whatever your choice, don't give up! Good Luck!

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I just wanted to put my two cents in here. First of all, know that you are not alone in your struggle to get appropriate accomodations for your child. It doesn't matter what one counselor says he/she thinks the outcome of the evaluation will be, it is your right to have a complete and thorough multi-factored evaluation done. The MFE process is a TEAM process, and you are part of that team even though there are those that would like to conveniently forget that little piece of information. As others have said, just because a student's grades are "ok" does not automatically mean that they do not qualify for services. If your child has a diagnosis of ADD/ADHD and there is a significant adverse effect on his/her performance, your child is entitled to receive accomodations. In fact, with the current shifts in K-12 education, and the increasing adoption of the RTI model (Response to Intervention), we should start seeing more, not less, interventions and accomodations in the classroom. This model provides accomodations for ANY child that needs it, regardless of whether or not they are on an IEP...something that should make sense, but seems revolutionary to many teachers and administrators.

Don't be intimidated by teachers or administrators that try to strong-arm you into thinking that they are the "experts"...you know your child better than anyone. In fact, a great deal of educators I have met really don't understand ADHD well at all. Getting effective interventions and accomodations in place becomes increasingly important as our kids move into middle school where more than one teacher, differing teaching styles throughout the day, differing types of assignments, and all the other related chaos that comes along with early adolescence.

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Initially when my son was in third grade (we live in CA.) my son was diagnosed with ADD and the school gave him a 504 Plan. This was OK in third grade where overall the workload was manageable and my son managed to complete h/w with my assistance. But as soon as he started fourth grade my son's grades started to plummet as the workload dramatically increased especially the writing part, also organization skills were supposed to falling into place. This did not happen with my child, in fact he started to fall apart. I can only tell you what my son's fourth grade teacher advised my husband and I to do...STOP helping my son immediately with h/w and anything else school related. The teacher stopped helping also and it was painful to observe my sons grades deteriorate even more. Alas, shortly after I received a report card showing a couple of subjects had hit rock bottom. I then scheduled an IEP Meeting where my son's former teacher (Bless her) stressed how my son was struggling and then he was tested and everyone agreed he needed an IEP. My son will graduate from Middle School in the summer and because of the accommodations in place my son now attains excellent grades in all of his subjects.

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Take comfort and be patient! See if you can get a psych to write you a letter of recommendation. If the child has ADD/ADHD, then they have a learning disability and are entitled to school help. I went with a 504. My son has been diagnosed since 3rd grade, and he started 7th grade/middle school this September. I panicked for about 4 months straight in anticipation of misery, frustration, boredom, you name it. We have lucked out! Getting up and moving every 45 minutes turns out to be the best thing for him. Plus getting PE right before his hardest class, math (honors algebra!!). It is still up and down, but lots lots easier than I anticipated. A teacher even asked me why he needed a 504, and then, "Is he on medication?" I started laughing. But the psychologist rec and the pediatrician rec and the psychiatrist recommendations were the firepower I needed to make them all listen. Good luck and hang in there. The comments on this post are invaluable. You're not alone and it will all work out. Wendy

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I am a elementary school teacher and a parent of 2 with ADHD and one autistic child. Let me just say that school and teachers are on your side, they just may not be as informed as you are. I like to say "teachers are like pediatritions, some know about ADHD and some do not." My advice is to start with your child's teacher. Chances are that you both see the same problems. But don't stop there. Some teachers are great and will do accomadations on their own, but these are not legal and will not follow your child to the next grade level. If your child is justy struggling with ADHD issues and you do not suspect any other learning disablilities then a 504 is best. Schools may be hesitant with these because they are legal documents that set goals and procedures for everyone in t e general ed classroom where teachers may not be as used to do them. Don't back down! Just ease the teacher inot it. The accomadations you are asking for do not give your child an advantage over the rest of the class - they just level the playing field. My son struggled with doing 25 questions of math a night for homework. His arguement was why should I when I can do the first 5 right? His teacher agreed and shorter assignments were given. My experience with 504 is that they need to be in place before your child goes to middle school and then updated as needed. If you don't have it in place before going to middle school, then you will find even more trouble getting one started. The claim is always the number of students a counselor has to work with. Trust me, it is January and I still have not met with the 504 team at my son's middle school even though I have requested and call every two weeks since the end of November. (Teachers have not turned things in, etc.) As for not doing homework - don't do that. Put your requests in writing and get to know your school and district policies (check their websites). You shouldn't have to play dumb to get help. I feel your pain and I'm a teacher. Remember we are not all perfect and as informed as we should be. Pass along this web site to your child's teacher, I pass it along to parents who ask me.

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In 6 hours my husband and I are having a meeting with our son's (age 7) school principal and school psychologist. He has been diagnosed with ADHD for a little over a year and recently diagnosed with Oppositional Defiance Disorder, Anxiety Disorder and Depression. He also has a Coordination Disorder for which he sees a private Occupational Therapist. He is now attending his third school since beginning Kindergarten (he's in 1st) and I went in before school started to prep the psychologist on his needs. She wanted to play the wait and see game. I took the evaluation in that we had done privately and the school still refused to help. So, we had another evaluation done from another psychologist and took it to the teacher and psychologist in Oct. They still insisted nothing was wrong and he was doing fine. We knew differently, especially when we received the progress report showing failing grades and Unsatisfactory in conduct. Apparently, they had him on the RtI plan (Response to Intervention) and had not bothered to inform us. RtI is new to our district so we knew nothing about it until we requested testing and they told us they would have a meeting to determine if our son had failed the RtI. Plus, all of the accommodations they made, they have now taken away.

Anyway, my point is, I too was wondering if it was this hard. My mother was an educator (high school counselor and special ed teacher) for 32 years and my mother-in-law still teaches special ed. I thought since we knew people in the district and knew the "lingo" it wouldn't be that bad for us. I was sooooo wrong. All I can say is, document, document, document and never give up. Make sure and keep an education file for your child. Keep any communication you have with the school and any medical evaluations together in the file. That is making my life easier. Good Luck!

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I echo all that these very kind folks have told you. I'll add this: Try a book that I found enormously helpful "Making The System Work for Your Child with ADHD. How to cut through red tape and get what you need from doctors, teachers, schools, and healthcare plans." by Peter S. Jensen, MD.

If nothing else, this book helped me to see that I wasn't alone. It also gave me knowledge and words to say/write when communicating with the schools!

You didn't mention where you are. I'm from the Minneapolis,MN area. There is a growing number of helpful doctors and advocates in my area!

You go girl!

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But it took 3 years of begging, and one very carefully worded letter. I took wording right out of the ADA and IDEA laws and codes, and put them into a letter that told them basically that I knew my son's rights, and that if there was 'substantial evidence' that there might be a problem, they had to test. There was still the formality of a committe meeting, but just as they were saying "No way" before the letter, they were saying "When would it be convenient for you to come sign authorization, Mrs. R?" What a victory! And we get the results on Friday. I'd be happy to send you a copy of the letter that got it done. If that doesn't work, then an advocate or a lawyer. But try being firm, and even bossy if you have to! Good luck! Suz

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Get an advocate. I am in the process of trying to 'help' my 9th grader thru the school year. School is not important to him. He doesn't understand why he needs some of the courses he has to take. Like English, History, math...well, you get the idea. Anyway, my step-mom is helping by advocating (she was a teacher at a school for kids on their way out of the system because of various difficulties in regular school. Not handicapped, just difficult). Anyway, she knows of things I would never even have considered and I've read varied books, articles, forums, whatnot for many years with two ADD/ADHD sons. Anyway, an advocate can tell you what is available, what you truly need as helps, and can see that the school system puts them on paper and makes the necessary accomodations. And sometimes you can get an IEP, not a 504. Just because a child tests high on tests, doesn't mean he can do the work. A good advocate can explain further. If they are having an issue with what is being taught and not understanding it..... Maybe not the 1st time, but at some point. As my step-mom keeps saying, the parents actually have all the power. It's just getting the teachers, school administrators and psychologists to understand your child isn't a problem, but that there are challenges that need to be reviewed and that your child needs assistance with some parts of his learning. Maybe a scribe because his hands get tired taking notes, or he holds his writing utensils so tight and low to the point that he is straining his hand/wrist/arm writing and gets writers cramp really fast. Scribe will solve that. Or maybe he needs to be in the front row of the classroom (or the closest possible position to where the teacher is always at when actually teaching/talking to/with the class) to keep distractions to a lower level. Kids used to help each other out when they were struggling, it's not allowed today so much. So teachers are stressed, administrators are overstressed because there are too many children in these schools and not enough people to 'mentor' (I believe we choose our mentors, not have them assigned). My school has 2 guidance counselors for 600 students. Tell you anything. They don't care, don't understand what they are supposed to be dealing with and actually don't want to either because the kid moves on and will become someone else's challenge. Good luck.

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After 3 years of fighting for my son who has ADD and anxiety issues, I finally succeeded and he got his IEP! He is very bright., maybe in the gifted range like his two sisters, but his ADD is so significant that the score wouldn't be accurate, so we didn't test. He always had average grades in advanced classes, but they were achieved on medication. Unfortunately, he is so sensitive to all available meds, including off label Provigil, that he was unable to take them for long. We were turned down for testing in 6th grade. His anxiety worsened with each passing week. We had him privately tested in 8th and were ready to try again, but knew his testing wouldn't be enough. At the 6th grade meeting we had been told that even if he had issues his grades in advanced classes would keep him from getting the IEP. This time I knew what needed to be done to get his IEP before entering high school--I took him off all meds and watched his grades plummet in the third quarter of eighth grade, five weeks prior to the IEP meeting. It was the most painful thing I had ever witnessed. Although we told him just to do what he could and not worry about it, his anxiety increased to the point that he ended up in the nurses office at least twice a week with full blown panic attacks. Twice he was sent home because he was inconsolable. By this point in the school year, the teachers had seen what he was capable of and witnessed his weight loss because of medication. Watching this bright kid fall apart, they were in my corner this time and he got his IEP 8 weeks before entering high school. That was 4 years ago and, while things haven't been perfect, I don't know how my son would have made it to his Senior year without his IEP.

Now the problem--My son's journey hasn't been easy, but he has generally been successful. He stayed in honors classes, but as the weighting of tests increased, his grades have dropped each year. He has three times attempted AP classes and had to drop because his anxiety was so great that he froze on tests. On four occasions his grade earned all semester long dropped a letter grade when he froze on the final. He has never received a D in high school (at the semester end, anyway) until the first semester of Senior year when he had a C for 20 weeks and dropped to a D when he froze on a two hour final. Does anyone have any experience or ideas about how to get the final weighted differently? He has extended time, but that doesn't help when he is in the throes of a panic attack. His teachers understand the problem, but their hands are tied. With only one semester remaining, he is in danger of losing his college acceptances and scholarship offers. To give you an idea of what he is capable of, he got a 26 the first time he took the ACT and a 27 the second. He wasn't pressured because he knew he could take the test as many times as necessary.

Thanks for taking the time!.

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As someone who writes 504s for a school district, I wanted to thank you for sharing your experiences. I'm trying use them to better know how to serve my students who are living what your children are.

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Posted by Allison - Jan 7 2009 @ 1:44 PM What qualifies a child for IEP & how to get assistance w/504? I recently met with the middle school counselor and school psychologist to find out the differences in supports provided by an IEP and a 504. The psychologist told me that an IEP does not provide supports or accomodations for executive function problems such as organization. He also said that our daughter doesn't qualify for an IEP because she is succeeding academically. He claimed that she was best off with a 504, which provided the "least restrictive environment." He also said that she could not be assisted by a peer helper because that would involve another student in a 504 plan. He assured me that the school personnel would "take care of her." After 6 years of such assurances, with small results, I am at a loss. Our daughter's private counselor had recommended that we request an IEP for her because coping with the demands of middle school is quite stressful for her due to her poor executive functions. She is currently on a 504, and has been since 4th grade, but throughout her adademic journey, teachers have consistently refused to make sure she records homework in her planner, packs the needed materials for homework, and turns in completed homework and classwork on time. They say it is her responsiblity and that she must learn these skills to survive in the "real" world. No educator has been willing to use behavior modification techniques to teach her to complete these tasks. The most they have done is add another step for her to complete - bring her planner up to be signed after recording homework, leave homeroom to record homework in another class, get parent signatures on papers. Teachers have scolded, punished, and nagged, failing to see that no change occurred. Some have given gentle reminders and treated her more kindly than others. She has been extremely depressed and emotional at times, and says she is "stupid." She holds it together at school, but often has long crying spells when she gets home. Is the school psychologist correct when he says our daughter doesn't qualify for an IEP? Is that something that varies from district to district? Is it true that an IEP doesn't address executive function skills, but only academic skills? Do you have any suggestions about how I might get this seemingly simple assistance for my daughter? Thank you!

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I learned today that we can get an IEP for "OHI" - Other Health Impairments. My son's school won't do an IEP. I have a 504 Plan for speech (which usually is covered under an IEP). The school told me that they don't need the funding that comes with an IEP and they do 504 Plans instead because it requires less paperwork and allows for more informal communication between teachers and parents.

That's all fine and good, but I want one or the other. I think it's RIDICULOUS that a child with already struggling has to struggle each year while the new teacher(s) "get" that he needs special accommodations.

I hope you've had some luck in getting the process moving - or completed.

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Allison said: Posted by Allison - Jan 7 2009 @ 1:44 PM What qualifies a child for IEP & how to get assistance w/504? I recently met with the middle school counselor and school psychologist to find out the differences in supports provided by an IEP and a 504. The psychologist told me that an IEP does not provide supports or accomodations for executive function problems such as organization. He also said that our daughter doesn't qualify for an IEP because she is succeeding academically. He claimed that she was best off with a 504, which provided the "least restrictive environment." He also said that she could not be assisted by a peer helper because that would involve another student in a 504 plan. He assured me that the school personnel would "take care of her." After 6 years of such assurances, with small results, I am at a loss. Our daughter's private counselor had recommended that we request an IEP for her because coping with the demands of middle school is quite stressful for her due to her poor executive functions. She is currently on a 504, and has been since 4th grade, but throughout her adademic journey, teachers have consistently refused to make sure she records homework in her planner, packs the needed materials for homework, and turns in completed homework and classwork on time. They say it is her responsiblity and that she must learn these skills to survive in the "real" world. No educator has been willing to use behavior modification techniques to teach her to complete these tasks. The most they have done is add another step for her to complete - bring her planner up to be signed after recording homework, leave homeroom to record homework in another class, get parent signatures on papers. Teachers have scolded, punished, and nagged, failing to see that no change occurred. Some have given gentle reminders and treated her more kindly than others. She has been extremely depressed and emotional at times, and says she is "stupid." She holds it together at school, but often has long crying spells when she gets home. Is the school psychologist correct when he says our daughter doesn't qualify for an IEP? Is that something that varies from district to district? Is it true that an IEP doesn't address executive function skills, but only academic skills? Do you have any suggestions about how I might get this seemingly simple assistance for my daughter? Thank you!

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I think it is always hard....I have had two meetings with the principle, counselor, and teacher at my daughter's elementary school. One was for an IEP and the other was for a 504. Both times they told me she wasn't eligible. She takes concerta during the school year. (I take her off in the summer as she is tiny and the concerta makes her not have much of an appetite, and also she will have stomach aches). With the concerta she makes consistent As and Bs. But it is such a struggle. She misses out on things because she doesn't bring papers home, won't even know about them when I ask. She gets in trouble for talking and being impulsive in class. They just tell me she will have to be more responsible. Middle school is just a year away. Any answers?

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Don't let the school stop you.

Firstly and most importantly: Learn what the laws state. These are federal laws. Get a copy of: NCLB (No Child Left Behind) and read §300.000 to §300.end and read it. These are the laws you need to know. Get a copy of IDEA and FAPE. These also give you more information on the laws out there and how the school district is supposed to help your child do well in school and transition into college or out-of-school. (Yes, transitioning is part of an IEP – should be there always throughout and before age 15 (in the law) so make sure to get this included in IEPs). The information schools are required to send to parents before meetings is limited to their benefit and do not give the complete NCLB information that is useful for parents. I have received many and compared to the actual law and there is lots left out that would be of use to me as a parent/advocate. If they refuse to give your child an evaluation, the break the law; if they refuse a meeting, essentially they break the law. Enlist your pediatrician’s help if they are willing. Be wary of parent advocates offered by IEP committee. They can be helpful, but remember, they work for the district, not the parent. Get your own if you know of someone. Any teacher that writes IEPs is most helpful because they know what accommodations can be helpful, useful for your child. See if there is an LD association in your city/town/county. They can also be helpful. Accommodations don’t have to cost additional $$s to school districts, just time, which is many times enough. Lastly, ask for an FBA evaluation (Functional Behavior Assessment)—Even if your kid just bounces his pencil during class, this is considered a behavioral distraction in class. Usually school psychologist pulls together defining what the ‘bothersome’ behaviors are and how THE SCHOOL will accommodate ways to help your child lessen these behaviors or make adjustments/modifications. IE: for speaking out of turn in class-learning to raise hand and wait; or maybe—teacher walking past and just 1x tapping on child’s desk to refocus and let them know “I see you, I will be with you in a moment.”. And checkback times. Look up Functional Behavior Assessments online for further explanation. These are little things that help your child. If they refuse or do not do an FBA (that is your first clue that the school is going to be difficult to work with). I’ve heard of parents walking out of a scheduled IEP meeting until the FBA was completed and then rescheduled a meeting simply because the district did not do their job.

I know it’s lots of information, but this is what I have learned in my travels over 12 years and still am researching/learning. My kid passed (ok, so it was just above failing) all his classes this year. An accomplishment for him and he gets to attend vocation classes next year. He knows the work, doesn’t like school. Doesn’t want college. He’s the hunter, not the farmer.

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My daughter is a perfectionist with ADD, OCD , a processing speed disorder, and she has an IQ in the profoundly gifted range. She works incrediabley hard and studies 4-5 hours a night and longer on the weekends. In middle school her need for extended time on math test became apparent to me. She became extremely agitated on test days. I asked for a care team meeting and the teachers filled out reports. Sadly they all said my daughter never smiled, preferred to work alone and didn't join into class discussion. However, she made stright A's so they said there was no problem. I told them how many hours she worked on homework and they said it didn't matter. I pointed out that her grade in Math was high not because on test work, but because the teacher gave credit for doing homework that was worth more than the test. I knew that in High School my daughter was planning on taking Honors level classes and this could become a bigger problem. They denied my request. This year her math grade has fallen to a B. I called a care team meeting, but of course a B is a great grade and they see no need to give her extended time. Her Math class is last period of the day and of course meds are wearing off and when we tried giving her a boost dose at lunch she complained that she couldn't sleep at night. She needs time to finish her test and check over them. THe teacher says anybody can make an A if you give them extra time and he doesn't think it would be "fair". Any suggestions on what I can do?

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My daughter has a 504 in place and this is one of her accomodations. She takes tests in a seperate room where the quiestions are read to her and she is allowed to ask questions of the test giver so that she is sure to understand what is expected becasue my daughter is a VERY literal thinker and so she needs to clarify.

Extra time and having someone read to her is part of her 504 and it has helped her. The school cannot tell you no...if they do have them put it into writing. Ther dx of ADHD may qualify her for help either with a 504 or an IEP under the OHI (Other health impairment) Under OHI she does not need to be failing...she does not need to be held back...

Keep fighting...I am in my 3rd year and have educated myself to the point where I am studying to be an advocate. I have talekd with My states depatrment of education and they have clarified any laws/language that were "fuzzy" and I keep copies of all of the emails so I can present my case at our next meeting....

Educate yourself on ADHD, how it effects your childs brain, cognitive/executive functioning (this alone could fill a book!), and never never never give up....never never never trust what the school says...have them out everything in writing...believe me that will change everything...THEY EXPECT YOU TO BE OVERWHELMED AND IGNORANT OF YOUR RIGHTS AND THE LAWS AND THEY WILL LIE TO YOU. Don't go in there in attack mode...but go in there knowing that they don't have your child's interest at heart like you do.

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Since moving to GA, I have told my son's teacher's about his strengths and weaknesses. This year, he went on academic probation for writing/spelling. My son is 8 in 2nd grade. He does great in math, science, history, etc. is above avg. in reading. (reading speed of a 6th. grade, reading level of a 4-5th. grade)but, has poor writing skills like a K-1st. The school started him with SST meetings working with a parent-school plan. His teacher is great but feels bogged down with everything. I keep telling the school he needs help NOW, not months from now. They say they have to do more documentation. I started all of this in Aug. at the start of the school year. I just was feed up with them. So I went outside and recieved an evaluation for him. The Dr. says he has ADHD-inattentive disorder with a written expression disorder. Their is no funding for research for the WE disorder. and no real treatment. Now the school says their School psyc has to look over the evaluation to see if it is accurate. They even told me my Dr. might not be qualified. What!! He has been doing this for years and told me that's their defensive mechanisim. lol. They still will have to do more documentation and his teacher just looked like see was going to break down. They might not assign him a IEp or a 504 before all the big standardized testing this spring, and he will need them. I want help for him now!! I am so proactive, but the school seems to be bogged down with all the papers, they say it's because the No child left behind act. What am I to do? I feel lost in this sea.HELP!!!!!

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You can go to the Dept. of Education site and request the disability dept where you can file a complaint. It is a federal law that they have to provide accomodations and a IEP plan for your child if they have a valid diagnosis by a certified or licensed person who is able to diagnois ADHD. You can also go to the Texas Education office if you are in Texas and they also have a disability complaint office for schools noncompliance. I do not know what state you are in so the name may be different. You can also if you have already filed a complaint with the principal, next district office, board of directors at the school's administrative office to receive minutes for meeting to address concerns. Keep a paper trail. Unfortunately, if none of this works, you may have to roll your sleeves up and travel to the law library in your area and find the Texas Rules of Appellate Procedure and if not Tx. , name of state you reside in and find a petition to get your case in federal court. At this level the rules are complex, but if you cannot afford an attorney, familiarize yourself with statutes for disability or swing by the Social security office in your area and they may have a pamplet with info. Schools have an immunity against state and local laws, but not federal and they often know parents are not familiar with those laws. One thing you do not do is ask them can they set your child up for an evaluation. Since it is your child'e right you type and print out a letter requesting a time to meet with principal, Spec. Eval., make several copy of your personal diagnosis report, and also contact the area manager for that district to meet with you also. Always bring someone from the outside when you are working with the school district. In the letter state what accomodations you are requesting she receive and why in succint and brief statement and in closing specify is there is not response to this letter in 10 days , I will exercise all rights and remedies that are afforded me through the (ex. Dept. of Edu. or whatever agency in your area that handles IDEA. Always record by recorder or paper what happens at each meeting so that when you finally get a chance to speak to the person with the authority to do make the Spec. Ed. department comply you will have it. Only ask questions concerning information you need clarified so that they know you know something about your rights. Do your research so you will be prepared to make requests and demands, not inquiries concerning the services that are rightfully your childs BY LAW! Once you let them know that you are well informed concerning your child's rights, then they will act accordingly because they should be able to distinguish you from other parents who just walk away and take no for an answer. When your child's education and future is at stake you cannot be passive about it and you have to walk in those meeting knowing more about the special education dept, than the employees. The worst thing you can do is go in there expecting for them to have the same concerns you do or any at all. Special education dept pays moe than teachers and in many cases they are not that parent away from home, but just a mere shadow of the guardian. The evaluation is expensive and they do not always like to give it even if you have all the proper documentation. When you do your research you will meet with confident that you will get what you requested. I always quote a law or statute and it may seem a little rude, but after they gave me the long spill. My question was, So when will the evaluation be done. I need to put it on my calendar. If no. Then when can the school district or the Dept of Edu. set it up for me. By the way you can also request a mediator from Education agency in your state to come to a meeting you have set up with the principal. It would not be beneficial to inform them until you actually show up. Most likely when you arrive, there will be no meeting, but a question that sounds like this. Stephanie when would be the best time for us to be able to set up a meeting for the evaluation?. Of course set it there in order that it is a witness. On the other hand. Just find a relative, clean cut guy, tailored made or nice suit, pad and pencil in hand, repeat everything that is said in the meeting by the staff. Ex. Mr. Jones, you stated you did not find the diagnosed diability to meet the criteria for services at this school, in order to provide services correct? Yes. Then he states okay than for the clarity, sir and record what he/ she says while they watch. Refer to the sheet that has a law that you have researched that applies to the services not being given and if no response, record date of request on each question. You have to go to the meeting with a list of questions that address the specific laws that are being violated and record their response and ask if you can leave them a copy. Take the recorded sheet(keep copy) and send in attached to complaint letter to agencies in your area and the school will move quickly. Good Luck! Quote:

StephRme2 said: Molly was diagnosed 3 yrs ago with ADHD. She has been on Concerta and now is on Adderall XR. Her grades have always been on the edge.. not perfect but still okay (B's & C's). She is so good in math but of course really struggles with the comprehension and focusing issues. I have been trying to get her school to provide her with accomodations but the counselor who doesnot have children of her own, tells me that because she isn't failing all of her subjects that she won't be eligible. Also, that she is is on the board that makes that determination and she knows she won't be approved. My daughter "phases out" quite alot and you can tell when she does this because she has also developed a tic that happens during this time as well. I am so frustrated because I know that she will be going to Middle School soon and if we are struggling now and can't get help.. what are we going to do in middle school when the additional responsibility is given.. I really feel at wit's end.. please tell me there is something I can do?

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Actually, my child has it, but has not been on medication since he diagnosed five years ago. I was wondering why should he when he doing what boys naturally do, move consistently. Many teachers nowadays do not respec the gifts and talents that often surge because of lack of a challenge or just mere boredom listening to a teacher babble all day about something with minimal illustrations or no excitement. Boys are active and like to interact, play and compete. In my son's case I had to keep him several extracurricular activities (that he passionate about0, make him a simple chart to follow and use consistent consequences. Before I could receive the accomodations I would frequently communicate with the instructors and email them. Finally. it was as though he was in SPEc. Ed. because I stayed in contact persistently leaving sheet on alternatives. Emailing and remaining tenacious. If you build a relationship with a teacher that really cares, they can actually be used as a reference to the school to have your child tested. I do not believe in medication and I thank Jesus Christ because it would have suppressed his gifts and talents and I have witnessed many children are frustrated when they are not on it because they do not want to be. They are suppressing anger and other natural emotions by being medicated when realistically some have to learn to deal with anger. This is society where everyone is expected to adapt to good and bad and it is always at the expense of the children, our future. Innocent, fragile and placed in a position from the onset of delivery to birth to handle the affairs of an adult and not be shielded from the affairs of the adults and sometimes being violated in other areas of their life and cannot express it and it comes out in different ways and usually their brain processing and focusing shows a problem. ADHD is a label placed on many normal reactions to stress and unnessary stimuli in the world that is a burded for th kids to carry, which is alleviated with prayer and extensive counseling.

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They use that because they know that most parents do not know the contents of that act.It has nothing to do with the means for them to provide the services. Once they see the diagnosis , they suppose to set up a ARD meeting to determine if he needs services, if determined he does not then appeal it while at the same time finding the district office over that school. Go online to see if there are any disability advocate agencies in your area that are willing to call the school and speak on your behalf. Good lick! Quote:

mcdshistorian said: Since moving to GA, I have told my son's teacher's about his strengths and weaknesses. This year, he went on academic probation for writing/spelling. My son is 8 in 2nd grade. He does great in math, science, history, etc. is above avg. in reading. (reading speed of a 6th. grade, reading level of a 4-5th. grade)but, has poor writing skills like a K-1st. The school started him with SST meetings working with a parent-school plan. His teacher is great but feels bogged down with everything. I keep telling the school he needs help NOW, not months from now. They say they have to do more documentation. I started all of this in Aug. at the start of the school year. I just was feed up with them. So I went outside and recieved an evaluation for him. The Dr. says he has ADHD-inattentive disorder with a written expression disorder. Their is no funding for research for the WE disorder. and no real treatment. Now the school says their School psyc has to look over the evaluation to see if it is accurate. They even told me my Dr. might not be qualified. What!! He has been doing this for years and told me that's their defensive mechanisim. lol. They still will have to do more documentation and his teacher just looked like see was going to break down. They might not assign him a IEp or a 504 before all the big standardized testing this spring, and he will need them. I want help for him now!! I am so proactive, but the school seems to be bogged down with all the papers, they say it's because the No child left behind act. What am I to do? I feel lost in this sea.HELP!!!!!

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Dear mcdshistorian: Hoping in the school system is a lost battle. I wish I could give you a better answer, but at this point you have to: 1. keep fighting 2. find resources on your own to help your child 3. talk to a lawyer that deals with add children and the school system. The great advantage is that he is still young. 4. Start talking to experts now, don't wait for later 5. besides an ADD lawyer, you may need the assistence of a neuropsychologist that can do an evaluation to assess the child's needs in school. DO NOT RELY ON THE SCHOOL SYSTEM (PSYCHOLOGIST, TEACHERS, ETC)

Good luck

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