IEP For ADHD: What You Need To Know
An individualized education plan or program (IEP) is a tool that can help ensure that individuals with ADHD receive the support they need to succeed in an academic environment.
Attention-deficit/hyperactivity disorder (ADHD), which now also encompasses what was formerly called attention deficit disorder, is a neurological disorder that typically shows up in childhood and often persists through adolescence and adulthood. ADHD is defined by hyperactivity, difficulty focusing or staying on task, trouble staying still for extended periods, and impulsivity. Symptoms can manifest differently depending on the individual, but they are frequently disruptive to a child's education. Consequently, ADHD often qualifies children for special resources and educational assistance as they attend school.
Below, we cover the ins and outs of the IEP—a primary method of providing accommodations to children with ADHD—as well as other options such as 504 accommodations for ADHD.
What is an IEP?
An individualized education program (IEP) is a document laying out accommodations and expectations regarding a child’s schooling after caretakers, educators, and others have determined special education is necessary.
According to the US Department of Education, special education is “specially designed instruction … to meet the unique needs of a child with a disability.” Because this definition of special education is broad, there are numerous accommodations that may be included within it. Services will typically be tailored to each individual student—which is where the individualized education plan comes in.
How did the Individuals with Disabilities Education Act (IDEA) help create the IEP?
Individualized education plans came about as a result of the Individuals with Disabilities Education Act (IDEA), a law governing special education services that guarantees children with a disability the right to certain accommodations. Children with ADHD are often deemed to have one of a few of the qualifying disabilities under the IDEA under the “other health impaired” category. The exact disability a child qualifies for, along with the accommodations that will be provided, depend on a determination made by a team of people which we’ll discuss below.
There are several accommodations that may be covered under IDEA, including altered learning environments, time extensions for exams, and customized lesson plans and assignments. Children with ADHD often exhibit symptoms that require these specific arrangements.
For example, some children with ADHD can be distracted by background noise, such as fans or buzzing computers, and may need the teacher to place them in a quieter area of the room. Others may have difficulty focusing on a single task for too long and might require lesson plans to be broken up into more manageable chunks of time. Some children with ADHD might benefit from additional sensory input and could be given special permission to use a fidget toy or other tool to keep their focus on schoolwork.
How IEP determinations are made
An IEP is legally required before a student can participate in special education. The provision of accommodations through an IEP is typically decided via a meeting with a team of people from the school district, which can include the child’s teacher and teaching assistants, school counselors, a special education teacher, the child’s parent or guardian, an administrator, and possibly the child as well. You may also have the option of bringing other people with you, such as an outside therapist, primary care provider, or family who is familiar with the child's unique needs. It is during this meeting that the team develops an IEP.
Ordinarily, a child’s IEP meeting is one step in a multi-step process that includes an evaluation from the school and a referral that you’ve made on the child’s behalf. During an IEP meeting, the team will examine information regarding the child’s disability and how it will be addressed. This can include their school performance, what the annual goals of the IEP are, which services will be provided, and how the child’s progress will be evaluated, among other items. If the IEP team comes to an agreement on the terms of the child’s IEP, the plan will be written.
Who gets a copy of the child's plan for ADHD management?
Caregivers and educators alike are usually given copies of a child's IEP. That way, both can keep careful track of a student's progress, and any concerns regarding the IEP can be brought up and altered throughout the year. IEPs can be revised as often as necessary to ensure modifications change to reflect changes in the child’s needs. Sometimes, goals are too difficult or have already been met, and new ones need to be created; other times, different accommodations may need to be provided. An IEP meeting may be requested at any time, even though IEPs are not required to be altered until 1-3 years after they have been set.
What do IEP meetings look like?
IEP meetings for children with ADHD are typically set shortly after a diagnosis has been made. If a child already has a diagnosis in place prior to a semester, they may occur at the beginning of the school year. If a child receives a diagnosis mid-semester, or a teacher notices continuing difficulty in class, a meeting could be set at that point. There aren't any restrictions for IEP meetings in terms of timing during a semester, though they will usually not be called during summer holidays unless a child is already enrolled in summer school or a similar program.
IEP meetings vary in terms of time and complexity, often based on the team that is present. If participants are prepared ahead of time, and everyone agrees on a child's plan, an IEP meeting could be a 15-minute endeavor. If goals or accommodations are not decided on during the meeting, or a child’s caregivers and educators are not in agreement regarding specifics, IEP meetings can last much longer and may even have to be spread out over several sessions.
What to bring to a child's IEP meeting
IEP meetings can be complicated, particularly if you aren't sure what to have with you. Bringing medical and education records is a good start. If the child is participating in therapy or another form of mental health care, notes regarding treatment may also be useful so that you, the mental health professional, and the educators can create a seamless, integrated treatment plan.
Having someone from your support system with you can also be a good idea; you can typically bring your significant other, another caregiver, a family friend, a therapist, or another advocate to support you and help you create an ideal education plan for the child.
You’ll also likely want to have a good idea of the accommodations you’re seeking for the child. To that end, information about any special systems you have in place at home can be useful in an IEP meeting. Some children benefit from strict schedules at home, for instance, or consistent routines and reward systems. Although teachers may not be able to implement them in the same way, being aware of effective strategies for a child with ADHD can help teachers develop similar techniques in the classroom.
The advantages of IEPs and special education services for children with ADHD
An IEP can provide a safe place for a child with ADHD to learn and grow while in school. ADHD is a complicated condition that can affect each person in a different way, so creating a specialized plan is often crucial when planning for a child’s success. Involving a team of people in the care and development of a child can help them excel. It can also provide several different perspectives on the child’s education. An educator's perspective of ADHD, for instance, may differ from a pediatrician's point of view, as they could see different aspects of the condition.
As a child’s guardian or caretaker, you are often their best advocate. If you feel the accommodations offered are not adequate, you have the right to request changes. If you find that teachers are reluctant or unwilling to comply with the terms of the IEP, you usually have the right to demand that those terms be implemented.
Potential downsides of IEPs
Implementing a successful education plan can be difficult if a child has not previously had an IEP, or their team is not familiar with ADHD and its unique challenges. Understand that IEPs, though they can be powerful tools for a child’s overall education, do not guarantee success, and a child with ADHD might need more outside support than an IEP can offer. For instance, some schools might have a larger number of children with neurological and learning disorders—and thus have fewer accommodations available—while others might have a smaller number of staff and may not be able to offer frequent one-on-one attention for a child with ADHD.
What is a 504 plan?
An IEP is a plan governed by the Individuals with Disabilities Education Act (IDEA) and is for students with learning disabilities that impact the child's ability to learn in the classroom. Children with ADHD may not be eligible for an IEP if the district does not determine that the condition is interfering with their learning. That said, research indicates that as many as 50% of students with ADHD also have a learning disability, so many do qualify for an IEP.
Children with ADHD who do not qualify for an IEP may be able to get support under a 504 plan, named for Section 504 of the Rehabilitation Act of 1973. This plan offers a broader scope of coverage for various conditions, including ADHD. These specific accommodations can include things like extended test-taking time, preferential seating, or simple instructions for tasks. While the support provided in an IEP may be provided outside of the regular classroom, the accommodations under a 504 plan are typically designed to be provided in a traditional educational setting, allowing students to take advantage of the least-restrictive environment. Students can have both an IEP and a 504 plan, but it is unlikely that one child would need both.
Talk to your school’s special education department for more information on whether your child will need an IEP or 504 plan and the evaluation process to help your child with ADHD reach their full potential. They may have resources to help you understand the process, too, so be sure to read any resources or articles recommended by the school.
How online therapy can help
Because ADHD is highly heritable, a child with ADHD will often have a parent who also has the disorder. If you’re an adult seeking to manage symptoms of ADHD, know that help is available. Studies show that online therapy can be a useful method of treatment for people living with ADHD.
In a meta-analysis of six studies, researchers found that online interventions could increase focus and enhance outcomes in social situations. The analysis specifically mentions the convenience of online therapy, which can help those who may not otherwise have treatment connect with a therapist.
If you’re working through complicated emotions related to ADHD, raising a child with ADHD, or similar concerns, a licensed online therapist can provide you with support.
Takeaway
What is an IEP for ADHD?
An individualized education plan (IEP) is a legally binding document between a K-12 school, a child with a disability, and their parents or guardians. The IEP defines explicit accommodations, interventions, and goals that must be met to ensure a child is making adequate progress. IEPs are unique to each person and are developed after an IEP evaluation by a school psychologist and other professionals. It is common for IEP evaluations to occur after the child reaches second grade to account for typical behaviors present in very young children.
The document will outline precisely what difficulty the child has, such as remaining seated or staying focused, describe the interventions in place, such as additional reading instruction or extra time for tests, and describe exactly what goals the child should attain to make adequate academic progress. The child is legally required to reach those goals, or the IEP must be modified to identify where the interventions and accommodations fall short.
What is a good goal in an IEP for ADHD?
Many different IEP goals may be beneficial for ADHD. The student’s team and caregivers will decide on the exact goals when the IEP is signed, and the goals will vary based on the results of a comprehensive evaluation of the student’s needs. While there are different goals for everybody, some of the more common ones include:
- Increase attention and focus skills throughout the school day.
- Improve organization and time management.
- Enhance self-control and impulse control.
- Develop social skills and increase positive peer interactions.
- Improve performance in a particular subject area, like completing math problems.
If a child does not qualify for an IEP, they may qualify for accommodations through Section 504 of the Rehabilitation Act of 1973. Section 504 prohibits organizations that receive public funds - like schools - from discriminating against those with disabilities. Section 504 accommodations are often put in place when a student does not meet the criteria for an IEP, but their disability still impacts their education. Accommodations under Section 504 are similar to accommodations one might receive from an employer; they are not legally binding and must be reasonable given the student’s and school’s circumstances. Some common ones include:
- Assistive technology like tablets, electronic timers, and laptops.
- Visual schedules that a student tracks throughout the day.
- Simplified or expanded instructions.
- Voluntary use of a quiet area to minimize distractions.
- Use of quiet fidget toys during class.
There are many ways to cope with ADHD. However, coping strategies are likely most effective when used alongside behavioral therapy and medication. A significant part of therapy to manage ADHD symptoms involves learning appropriate coping strategies and getting in the habit of practicing them regularly. Some common coping skills are listed below:
- Eating a nutritious diet and getting enough sleep.
- Getting regular exercise, which is one of the most effective ways to manage symptoms of ADHD.
- Minimizing distractions through the use of quiet spaces or technology like noise-cancelling headphones.
- Using organizational tools like day planners, calendars or other school materials.
- Using assistive technology, like to-do list apps that sync a list between multiple locations.
ADHD is a neurodevelopmental disorder that can have a profound impact on a person’s life. If the impact is severe enough, a person may qualify for an IEP in school, reasonable accommodations at work, or supplemental insurance payments. The decision of whether ADHD is a disability comes down to how much it affects a person’s daily life. If ADHD or comorbid conditions prevent them from working or performing well in school, it may be disabling enough to qualify as a disability.
Almost any disabling condition can qualify a student for an IEP, but some disabilities require less evaluation than others. There are fourteen categories specified by IDEA that qualify a child for an IEP, listed below:
- Autism Spectrum Disorder
- Deaf-blindness
- Deafness
- Developmental Delay
- Emotional Disturbance
- Hearing Impairment
- Intellectual Disability
- Multiple Disabilities
- Orthopedic Impairment
- Other Health Impairment
- Specific Learning Disability
- Speech or Language Impairment
- Traumatic Brain Injury
- Visual Impairment
ADHD falls under the “Other Health Impairment” category. It requires a diagnosis from a medical or mental health professional outside the school - schools do not diagnose ADHD - and must substantially impact a student’s academic performance. Other services may be able to be provided under Section 504 of the Rehabilitation Act.
Autism spectrum disorder (ASD) and ADHD are not the same condition, although researchers theorized they are related. One of the best indicators that some of the factors that cause ADHD also contribute to ASD, and vice versa, is their high comorbidity. ADHD and ASD are diagnosed together very frequently, with one study indicating that 50% to 70% of people with ASD meet the criteria for a diagnosis of ADHD. Because of the significant overlap in their diagnoses, features of one condition may get attributed to the other, making it seem like ADHD and ASD are a single disorder.
ADHD is diagnosed in a clinical setting by trained and qualified professionals. It is extremely rare for ADHD to be diagnosed in schools, and even in that case, the diagnosis must be made by an outside professional. Due to the ongoing concern surrounding overdiagnosis of the condition, it is now standard to conduct a comprehensive evaluation that rules out other conditions contributing to a child’s symptoms.
The evaluation process usually begins with a clinician taking a detailed history and conducting a clinical interview. They will speak to the child’s caregivers and extended family, and the child may give their own history if they are old enough. The clinical will likely employ ADHD-specific diagnostic tools, like rating scales and behavior checklists, as well as broad-spectrum diagnostic aids designed to evaluate other aspects of the child’s functioning.
The clinical may also order standardized tests, cognitive assessments, tests of specific ability, tests of executive function, or other psychometric assessments as they deem necessary. Once all the information has been gathered, the clinical uses their expertise and experience to determine whether a diagnosis of ADHD is warranted.
The two most common treatment approaches to ADHD are medication and behavioral therapy. Medication is the gold standard for reducing symptoms, but it is likely most effective when paired with behavioral coping strategies targeted at specific domains. Therapists often teach their clients how to understand the medication's impact on them, maintain good base-level functioning, recognize their strengths and weaknesses, and know when to apply certain strategies to increase their functional ability.
Students with ADHD tend to display symptoms of inattention, hyperactivity, impulsivity, or all three. Young students regularly display some inattentive and hyperactive behaviors as a normal part of their development, but ADHD students display the behaviors at a greater frequency and intensity than other kids. In low-severity cases, the symptoms of ADHD can be managed with regular classroom behavior management and reasonable accommodations. In more severe cases, the student will require a psychoeducational evaluation that identifies areas that require more significant intervention.
- Previous Article
- Next Article