It is the school's responsibility to offer the tests so I would take them up on it. However, they should be accomodating your child in other ways while you're waiting for the testing to take place. In my area, we have an organization called Resource Center for Accessible Living. They help any challenged people in the community with housing, work or other issues. They also offer services to families with special needs children and assist in the IEP process. They even have staff that can attend meetings with you. See if your community has any advocacy organizations like this. They are very helpful and resourceful and they don't take no for an answer. Good luck!

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Hi there:

How frustrating! But you should feel good knowing that you've unlocked another puzzle piece for your son and you're very close to getting him the additional accommodations he needs. ADDitude has a great article about the step-by-step process for setting up an IEP that I would recommend.

That article confirms that "a school-sponsored evaluation is conducted by a multidisciplinary team -- including special-education teachers, the school psychologist, and other professionals -- assembled by school officials." So, yes, you may have one more hoop to jump through, but you can do a lot to help your son during this process by simply researching IEPs and academic accommodations that work for children with ADHD and other comorbid conditions.

I hope this helps!

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If you had an IEP set up before the end of school last year, they need to abide by that. If not, then you need essentially to go through the school's process so that their psychologists, school and/or district social worker, teachers, principals and other assorted peoples, see the issues up front. The information/form from the Dr. is great. What you also want to ask for while they are doing all the 'other' stuff is an FBA (Functional Behavior Assessment). *This is imperative!* It can be the make or break for an IEP many times. If there are behavior (which is not uncommon with any ADHD kid) it affects the student, teacher and teacher's instruction, and THE OTHER STUDENTS in the classroom. They want your child to 'behave' in class then there needs to be accommodations/modifications made for your child and some of those will only happen if there is an IEP. Remember, IEP's mean $$$$$$$ to the school and the district. So many times they fight off and tell you a 504 is 'good enough'. It isn't when you have multiple issues and teachers tell you your son is interrupting class instruction and 'bothering' teacher and other students.

And if they tell you they don't need an FBA (Functional Behavior Assessment), tell them you want one done anyway and don't back down. This helps your child throughout school and is a good thing for an IEP (I know this because it was suggested for my son by a previous teacher that used to help write IEP's for her students with the parents). If they don't know what it is, remind them that it is in NCLB under the sections §300.300 to end. That reminder will help them remember. Also, if you are able to, if they have not completed a Functional Behavior Assessment when you get to an IEP meeting, let them know that you requested to have one completed and you will be happy to meet with them when they have completed their processes for the meeting and leave without further discussion.

This usually gets it done. Remember, leaving politely is not a bad thing if it gets what is needed done for the next time. The school psychologist did not have one done for my meeting, but I stayed as I had an advocate there and immediately afterward requested via e-mail an FBA be completed for my son. School psychologist tried to tell me I didn't need one, but my advocate said that it is very important to have to get some of the accommodations and modifications included in an IEP for the committee to see there is an issue of concern that needs to be addressed. If you get the "you don't need an FBA", keep records and keep asking until you have one. And include any counselors, and even the IEP chairperson (if you have the name) in your letters/e-mails so that the school psychologist knows that you are serious.

Sorry, I don't mean to be so long, it's just that I have tried for 11 years to get an IEP done for my son and when my advocate came with me and knew the acronyms and requested an FBA and explained the purpose to me and I was able to push harder because they knew I knew (or had someone feeding me information) what they were required to do and what was, by law, (look at the NCLB laws for FBA information and reference in any letters) to be completed.

It took a meeting and a-half to get my son on an IEP this time! They realized the 504 didn't meet the needs. Really?! It's easier if you have this done before hitting multiple teachers, and classes in middle school and high school so that it's there and you don't lose your child's interest in education. If these are in place, your child has a better chance when they get to middle/high school.

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