Need IEP help | ADHD Information

Hello everyone.  New member here!  I have a not quite 7 yr old son, in 1st grade who has been diagnosed ADHD.  Its been a long year and I will be glad when the school year is over.  I'm sure I'll get back with "our story" soon, but for now, I could use some guidance with how to go about the IEP process.

What am I entitled to?  What is my son entitled to?  What should the school be providing?  I'm terribly confused about this process and want to be sure that I do it right.  I want to be the best advocate for my son I can be.

Thanks in advance!

Remember they will give least rescrictive environment.  I wanted some things added to our sons . denied. Take a advicate with you if possible. call path for help.

Michael!

Too late, that's exactly what's been happening.  Or to a certain degree.  Or at least in my eyes. 

Hopefully, the turn for the better we've been experiencing will help minimize this going forward.  We only have about 6 weeks left of school.

 

 

Yep, here in Dallas school is over on the 27th.  I can't wait. Now I'm freaking out about how my son will behave in daycare and summer camp.  Last year was a nightmare. . .  phone calls all the time to come get him.  It was horrible.  And lots of times people like at me like I'm a deadbeat dad or something.

I'm a single dad with full custody.  He has not seen his mom in  2 yrs.  My son is 7. 

 

 

 

 

 

One area the will help alot is to ask the teacher for the core words and spelling words that your child will have to know.  In the evening, work with your child on these words, and of course the math.  If you can keep your child up to snuff on the homework to the point he does well in school - or at least keeps up with his class -- this will make life alot easier for him -- trust me.  My son is 7 and also has ADHD and this keeps him doing well in school and takes a lot of pressure off the teacher since my son is not falling behind.  My son is also on Concerta 36mg and this is working well. 

Children always compare themselves to their peers.  If they are doing well, their self-esteem goes through the roof!  If they are falling behind, it hurts their self-esteem, their peers treat them differently -- and the teacher -- and things only go downhill from there. 

 

Thanks to everyone for your responses.

My son's case of ADHD is on the "mild" side.  Academically, he has managed to stay on top of things despite his inability to "stay on task" and "remain focused" on his classwork, which is the primary problem we have in school.  As the year has progressed, he's begun to understand he has a problem and began using passive resistant behaviors to avoid doing work when he knew (I believe) he simply couldn't sit there and focus to complete it. 

He is a wiggle worm to the nth degree.  He doesn't have the "driven by a motor" aspect of this issue, but cannot sit still in a chair for any length of time.  He also vocalizes a lot while trying to concentrate on his work.  He frequently blurts out and has many attention seeking behaviors.  Thankfully, nothing has gone to the point of "bad behaviors" just inappropriate at times.

Besides his inability to concentrate/focus, his chief complaint is being bother by "noise".  His teacher maintains that she runs a quiet classroom but Casey is extra sensitive to the most minor of noises that most people would not even hear. 

His teacher is already doing many of the things that I've read can/should be done like seating him front and center of her while she gives instructions.  She gives him gentle but firm redirection and reminders about what he needs to be doing (or not doing).  She tells me she spends a good bit of time cheerleading him through certain projects.

We just recently started him on 10mg of Ritalin LA to start and we are using a very basic behavior modifcation charting program to focus on the two "workshop" portions of the class day where he is required to independently work on a worksheet after being given a lesson on the subject matter by the teacher.  The two workshops are for math and reading/vocabulary.  This approach is already producing good results.

I am most concerned about being sure he gets the right teacher for his needs for 2nd grade.  His current teacher has been great on many levels but there has been a personality "thing" between her and I that I would like to avoid next year.  Maybe now that we've turned that proverbial corner, it won't be quite as stressful as this year has been.

Do I even HAVE TO HAVE an IEP in place?  I guess that's my #1 question.  I have read the stories of some of the posters on this board and realize that we are not in the same boat as many here with regards to the degree of severity of the disability their child is dealing with. 

Hope this additional information helps clear up what I'm looking for.

Thanks!

 

Just be careful you don't piss the teacher and staff off by too many emails, demanding to much focus on your son, or being pushy with requests.  I made this mistake before and this comes back on the child. . .   that is, if the teacher does not like you, then the teacher will treat your child diffenently and the other kids will soon follow suit. 

I made this mistake, and won't make it again. 

 

 

Hi Photomom,

I'm K-3 Special Ed. teacher... have been for 15 years.  I would be happy to help you out.  Will need some specific questions to help you better.  The very least you should have gotten from your school is a copy of your Parent Rights.  READ THESE!  Most parents just take them, sign off and never look at them.  It's really the best place to start.

Also, become familiar with I.D.E.A.  This is the governments rights accorded to you and your child.

Remember, you may not always agree w/the teacher, principal, whomever.... But please be assured that they (well I speak for myself I suppose) only have your child's best interest at heart.

There is something called Due Process.... it's not a terribly pleasant road to take, and it's only taken when a real impass has been reached.... but you do have rights as a parent and they're taken seriously by the law!

Forgot a few things....  BTW.... I've recently been diagnosed w/ADD..

No wonder I relate so well to my students!!!

Least Restrictive Environment can be interpreted both ways.....  It's not really a specific term.... LRE can be what you would consider "restrictive" ie: segregated classes... but for a seriously involved child, that placement would be the most appropriate and mainstream or full inclusion would be VERY restrictive to this type of student.

BE CAREFUL......

Please email me if you want...

mermandrea@yahoo.com

Photomom childrens with disabilities does have laws to protect them.  I am a Service Coordinator by trade and work with children and adults with disabilities and have gone to trainings at the developmental office and have the law book.  What services are you looking for?  I can look it up for you, go prepared know what you want and do not settle for less.  A lot of districts try to not jump into everything due to expense but it is their responsibility.  For example speech therapy if a child  needs it then they need to provide it and if they cannot then they should pay for you to do it elsewhere.  First let me know your childs needs.  My e-mail is Jillette1112@adelphia.net parents with children that have add/hD have rights-----the school should know that.you should ask them and let them  know you are aware of these rights.

I am a fifth grade teacher and a mother of a ADHD 4 year old.  I usually get the IEP kids in my classroom because I don't mind "dealing" with them and their IEP requirments.  I have a child this year that we did a 504 on.  I can tell you why we chose a 504 over an IEP and what we have to do to accomidate her. 

She has been diagnosed with BiPolar/ADHD and is on a ton of meds for these conditions.  She was tested for Learning Disabilities at the mother's request.  She didn't have any Learning, Language or Speech Disabilities.  The mother continued to say that her child needed something to help her through the day.  We then looked at her behavior in the classroom and her grades.  Her grades were average and her behavior has been fine.  We didn't think she really needed anything "special" but knowing her diagnoses, which came from an outside psychologist, and she is on her way to middle school, we decided that a 504 would benefit her in the long run.  The difference between a 504 and an IEP is that an IEP is for a learning disablity that is interfering with the child's learning and a 504 is a medical diagnose that is interfering with the child's learning.  The key words are interferring with learning and whether it is a learning disability or a medical diagnoses.  The questions you want to ask yourself first are things like:  Do you think your child's grades are suffering?  Is is due to the ADHD or is there something bigger like a learning disability?  Has the teacher noticed anything?  If you child's grades or learning isn't being affected, you might not need an IEP or a 504.  Both, however, are just goals and modifications the teachers will follow to help your child.  The only modification we put on the student's 504 I was speeking of earlier was that she can go to the couselor whenever she needs.  We will also reevaluate it before she leaves elementary school.  If your child's grades and learning are suffering, you need to show "evidence" with the child's work and report card.  The teacher, I would hope, should have that and also use that to help your child.  Also, when you are helping your child with homework, I would take documentation on attention spans, understanding of concepts on the homework and anything your child might say during homework time that makes you think they don't understand it or those little things that kind of make you say,"Wow!  That's how they think."

I hope this helps you.  You have a lot of help here on the board but here is my email address if you would like to write me with any questions of up coming things.  froggietime30@yahoo.com

Thanks Tim....let me see if I can do this as briefly as possible.

My son's cannot focus or "stay-on-task" when required.  He squirms constantly in his seat...whether at a desk in school or at the dining room table at home.  He behaves in immaturely in many ways....melt downs that are more appropriate for a 3-4 year old at times.  One behavior that apparently "bugged" the teacher a great deal is his constant slipping off and putting on his shoes.  It was a purely unconcious thing on his part. I was in his class room one afternoon and witnessed it for myself.  He's almost never been able to consistenly put the shoes on the right feet....mainly because he's simply not paying close enough attention. 

He could not sit still when being read a story or given a lesson.  When the teacher would ask a question and mean for the children to raise their hands, if she called on my son (who would have his hand raised), he would often say "I forgot".  He would try to tell you something and would go all around "the barn" so to speak and rarely ever get to a real point to the story.

When it came to reading, sometimes he could read just fine.  Other times, it was obvious he was guessing what he was reading, trying to take cues from the pictures accompanying the words on the page.  When you would correct him, he would eventually get terribly frustrated and begin the wailing about how he just couldn't do this and he was stupid.

At home we saw the same types of things but in different circumstances.  Homework was a nightmare each evening. 

Now that's he had his new meds (10mg Ritalin LA) for full week now, we are ALL stunned at his amazing turn around.  Here's a portion of the email I rec'd from his teacher on Friday:

I have seen a remarkable improvement in **** overall this week.  He is volunteering and following along with our lessons so much better.  When he raises his hand to share, he doesn't say "I forgot".  He has been one of the first to complete workshop every day this week (though his writing minimal, he is focused and no longer needs prompting).  He is able to sit on the carpet and listen to a story or a lesson without squirming and leaving his seat. His shoes have remained on his feet and the other off task behaviors have greatly decreased.  He is much more interested in reading!  (Please get him some tornado books.  He has about worn mine one and only out!)  Follow his interests and he will want to read more.

Needless to say, we were over the moon to read this.  We realize this is only the beginning, but we will take what we've got and keep our fingers crossed.  Any and all information you could provide regarding how I should go about working with the school to setup an IEP or 504 would be greatly appreciated.

Joy

rlogansmom:

My son has managed to keep his academics above average for the most part this year.  Our school does not do traditional grades for KG-2nd grade.  Its more of a check list of things with identifiers of achievment labeled as "consistently evident," "developing," "not evident".  In all the "academic areas, my son has had "developing" or "consistently evident" marks.  Its in the areas of "behavior" that he receives only "developing" or "not evident".

Now that he's been on the meds this past week, his reading has jumped forward lightyears already.  He has *breezed* through his homework.  It's nothing short of amazing and we are incredulous.

I do believe we may be in need of a 504 vs an IEP.  His diagnosed ADHD is not been associated or linked with any learning diabilities of any kind.

Thanks!

Joy

Photomom:

Here's an idea you may not have heard before.

Try getting you son involved in one of the non-agressive martial arts, or yoga.

Or, if he is only interested in the agressive martial arts, that will do.

Interview the instructor to see if he is experienced with Zen, and let him know that your son's mind needs focusing.  If he seems to understand what you are saying, about focus and such, then he is a likely candidate.  Ask if some kind of meditation is incorporated into the classes.  What you don't want is a martial arts baby-sitting class.  You want the real thing. 

All martial arts masters use some form of Zen to acheive the extremely high levels of concentration needed for that artform.  There is no human activity that requires as high a level of concentration as martial arts. Martial arts masters actually know much more about concentration excersizes than do psychologists and psychiatrists.  Their studies go back thousands of years.

Martial arts also emphasize discipline and non-procrastination, what psychiatrists call impulse control.

It wouldn't make any difference if ADD was real or not, as the mind stregthening exersizes would work for anyone.

Many kids like martial arts classes, and they can make new friends there. 

Good Luck

Photomom,

Not much to add at this point; our meeting is tomorrow and I'm still
working through some of the excellent links Tim posted to my msg.

I just wanted to say that with the exception (I think this is about the
only one!) of the relationship with the teacher (my boy's teacher is
great to him and has been very open to me and takes a ton of time
with me whenever I need to talk to her), I think about everything you
wrote could have been written by me.

Anyway, I'll let you and everyone know what happens tomorrow. The
main struggle I'm having is the 504 vs. IEP/IDEA dichotomy. (Even
with all the good ideas from Tim, there's so much out there that
it's taking a long while!)

CJ

Hi,

If your are still looking for resources on mandated services for children with ADHD, post a reply. Give me an update on how your child's condition manifests itself in the classroom.

In return, I will give you some feedback.

Tim

P.S. I am a retired school psychologist who still has a lot of empathy for what it is like to have ADHD and the parent struggles to get help. I have it ADD myself.