IEP/504 For Inattentive ADD.

IEPs are more for kids who struggle badly academically. She is a great candidate for a 504. My daughter is an honor roll student and has a 504. She's pulled out for testing and gets extra time for tests.

An IEP and a 504 are quite different.

An IEP is for a child who must have the curriculum altered in order to learn what his or her classmates are learning. An IEP is a modification of the curriculum, for a child who is unable to master the curriculum, usually due to a learning disability, a brain injury, an intellectual or developmental delay or disability, etc. In other words, the curriculum, as it is presented in the classroom under normal conditions, is not appropriate for that child and a different curriculum must be developed. An IEP is a modification.

A 504 plan is an accommodation, for a child who is able to learn and capable of handling the standard curriculum but who must have certain changes to his or her environment. Examples are: a child who has normal or average or typical (never sure what word to use these days!) or even above-average intelligence, but who has a hearing or vision impairment, or a mobility impairment, or who must leave the room for asthma treatments or insulin injections, or who has anxiety, or panic attacks. Such children may require accommodations such as large print texts or worksheets, seating near the teacher, an aide to assist with physical needs, extra time for arriving in the classroom or being allowed to leave the classroom as needed, or private testing rooms, or food snacks when medically necessary, a home instructor for a child facing a long illness or recovery after an accident, etc. A 504 is an accommodation.

So it perhaps will help you to not request an IEP, as it sounds as though your daughter is intelligent, able to process the lessons that she learns, able to participate in the curriculum, but she has difficulty focusing or completing tests. If you ask for an IEP you'll be wasting your time and probably won't get any assistance.

But, if you request a 504, and if you have a plan in place, you should get the help your daughter needs. You'll need to do your homework first. Begin to formulate what exactly your daughter does well or does not do well. Observe her. For example: "Susie is able to correctly answer all the math problems at home, when seated at a quiet table. However, when she is in a room with many other children and is aware of the timed aspect of the test, she gets distracted by the clock and the environment around her and feels too anxious to complete the test. She would be better able to complete the test if she were seated with an aide at a quiet table in the library." Or "Susie is not able, due to her diagnosis of Inattentive ADD, to complete tasks on time. She requires assistance in keeping track of assignments, and requires a quiet room in which to take tests." Or "Susie gets anxious when there is a lot of noise and can't finish a simple task. She needs time to calm down in a quiet area." "Susie gets too anxious when I tell her 'we have to leave in 10 minutes' because she gets too distracted by the time limit. So I simply tell her to get her things and get in the car and she is very willing to comply." Begin observing what specific tasks your daughter has trouble with, and what you have to do in order to help her get those tasks accomplished (written reminders, etc). Because in a 504 meeting, the parent is usually asked those kinds of questions.

Now is a good time to ask your daughter's doctor to write a simple statement letter. Don't ask him to just state the diagnosis, but it's effects. Example: Susie has Inattentive ADD, for which she takes medication as prescribed. Susie is unable to complete a test on time due to her ADD and needs a quite room and extra time in order to successfully take tests. Susie is unable to manage her homework assignments and work assignments independently. Having an aide to periodically check with Susie, such as at the end of the day, to ensure that her assignments are in order, would be beneficial."

I encourage you to ask for a 504, but to be prepared to be involved in the formulation of the plan. My daughter has medical issues and she had 504 plans throughout school. They are periodically reviewed and can be adjusted as needed.

Hi there, I deal with 504's and IEP's every day in my job as a middle school counselor. In fact, I am the case manager for the 504's. I also worked elementary some years ago where I would write up and manage the 504s.

Just because your daughter has a diagnosis of ADD-inattentive type, doesn't mean she automatically qualifies for or requires a 504 plan. Section 504 is part of the Individuals with Disabilities Education Act (IDEA) which states that students who have a disability that SUBSTANTIALLY impacts their ability to learn, by law must receive the accommodations to do so. It is usually a team decision that determines how strongly a student is impacted and whether a 504 is required. The team being you, teacher, counselor and/or school psychologist, principal, sometimes other support staff. So they aren't just freely drawn up for anyone with a diagnosis that wants one.

Elena B explained it very well below (the difference between 504/IEP and what they do).

I would trust the lead of the teacher, counselor or whoever else is involved in this stuff at your daughter's school. What accommodations do you think she would require to be able to access the curriculum in the classroom? That is basically what it comes down to (extended time? Preferential seating? Checks for understanding? And are those needs something that wouldn't be automatically met/provided for in a general school setting anyway? There is really not THAT much they can put on a 504 at that age, since the elementary environment is already designed to be super supportive and differentiated for all types of learners). I would personally hold off at least another year when you can see how she does without "borrowing" the aide support of that other student.

I think whenever possible, you want to aim for your child being able to "go it alone" without the supports. So if she CAN do it, she should. I think 2nd grade is a little to early to jump toward 504 plans or Special Education assessment (the process she'd have to go through to determine if she qualifies for an IEP) unless she were really obviously struggling. Which it sounds like she is not.

BTW, sometimes a school district requires that students go through the whole battery of psycho-educational assessment before they determine 504 eligibility (just to make sure they don't actually require an IEP). You might want to find out if that's the case at your daughter's school. So it won't hurt to start asking questions about the process in case that's something you need to do later on down the line. I wouldn't "push" for anything though. The school will guide you when the right time is to up the supports, if that time ever comes.

She sounds a lot like my daughter. We were told she has inattentive ADD, but because of how she was evaluated and because of my background in education and individual learner differences and my understanding of gifted kids, I didn't believe it. After testing her blood, we eliminated gluten (she is intolerant) and added in fish oil. We saw improvement, but in her hardest classes, she was still daydreaming. I finally read books about anxiety and how that affects kids. It was her to a T. We started addressing things from the point of anxiety rather than attention - when she got scared, she withdrew and daydreamed. The more she daydreamed, the more she failed, the more anxious she got. When I started addressing the right issue, she started taking control. Over the past month, she has pretty much taken control of her life, simply by correctly identifying what was going on with her. I learned different techniques to teach her to manage her anxiety. Her teachers have allowed her to carry a stress ball with her. They are now on board with helping her manage her anxiety and recognizing when she's stressed, rather than just assuming she can't pay attention. It is a world of difference in just a month!

IEPs/504s are very difficult to get in our school. It can take a whole year. She has a WEP for gifted programming. She doesn't fail her classes - she just was having a hard time doing the work when she got scared. I didn't bother to even try for a 504 with my daughter and I'm glad I didn't. I guess my point to you, however, is that I would continue to do my research. She sounds a lot like my daughter and I'd be curious whether that's really what's going on.

Get a 504 plan. With the IEP, you need a learning issue in addition to the behavioral disability. Our son has ADHD-combined type and also does fine academically. Medication allows him to do well behaviorally, too, although he still has challenges.

His 504 plan provides for accommodations tailored to his condition: Things like having a homework helper to make sure he wrote down all of the homework and packed it in his backpack, a seat near the front near his teacher so there are fewer distractions and the ability to request a separate, quiet space to take his tests. If you search online, you'll find lists of possible things you can request in 504 plans for kids with ADHD. See what you think your child needs.

You absolutely can get a 504 plan for your daughter. Our son made Principal's List for perfect grades last year and still got one then. If she has ADHD, she legally qualifies. Contact the principal and ask who the 504 plan administrator is at your school to get one in place.

Also, just a note that both of my kids do great academically but struggle with those timed tests, ADHD or not. I wouldn't do well myself being time doing math.

I had my child tested outside of the school. I brought the doctor who tested her to the team meeting. I got the 504 and the doctor and I worked on what would be on her 504. The school wasn't going to make accomadtions at first, so, I did it on my own.

In the meantime, I took all the toxic cleaners out of my house. I got rid of Lysol, Windex, Fantastik, etc...So the air in our home was less toxic. Then, I fed her similar to the Feingold Diet.

I am certified in teaching/spec ed and parenting...I made sure my kid could could chew gum for an hr or two each day in school. The school was in shock until I read them the research ! It helped my child to feel in sync.

How would your daughter feel if she stayed back a yr, if need be? This is your decision. How is she socially/emotionally.

Check into the anxiety, too. A previous post...

I would try to get a 504 underway.

Could your daughter go into the classrm w/ the aide (If the aide moves up w/ the child she works with)? Is that an option? Talk to the teacher.

There is a great bk by Kathleen Nadeau ---Girls w/ ADD/ADHD...I read it cover to cover in two days. It is a great book. I highly rec this bk.

It's already April, so ask the teacher ASAP, so this is in place for next year !

an IEP is not just for mentally / physically disabled children. It is an Individual Education Plan. It is to help your child get the best education he / she can get in the least restrictive environment. Children do not just get IEP's because they are not focusing. She will have to be tested and it is a process. It is not something that the teacher can do on her own. It is something that is put into place after your child is observed by social worker, special ed professional in the school, the school nurse, the child's doctor, the teacher and you the parent. you all fill out multiple forms. there will be meetings to address her needs. She won't be given an aid just because she can't pay attention. aids like a previous poster said are for those who are not able to function in a regular classroom without help. A resource room on the other hand might be something that will help your daughter. but again it is something that she will have to be qualified for. and keep in mind also that it is something that will follow her. So if she really needs it it is fine. You can't push for an IEP lol. But you can request IN WRITING that you want a case study done on your daughter. They have 30 school days to complete it. which means you won't get the IEP in place this year but they can certainly get it in place for next fall.

I am a teacher. Begin with the classroom teacher and ask for a 504 to allow for testing accommodations.

Please do not go in with your guns drawn. Make a list of concerns that you have and then research 504's so that you know exactly what they are and educate yourself. Go to www.wrightslaw.com and scroll down the left side until you see 504's.

Then show the teacher your list and see what she has put in to place in her classroom (preferrential seating, extended time, etc.)

Unless your child requires specially designed instruction, she will not qualify for an IEP. She sounds like a great candidate for a 504.

Good luck, stay calm and keep rants about Common Core out of it. (There is nothing the teacher can do about it, yet.)

An IEP is for disabled children that need special education funding spent on them. Your child does not seem mentally retarded, to have Down's Syndrome, or any other physical/genetic disability that they will live with the rest of their lives and even perhaps end up in a facility/group home as an adult because they are unable to care for themselves in an independent living situation.

Just to explain the difference.

A 504 plan is just that, a plan, that is a written plan to help a particular child succeed. They can be written as a behavior plan if needed, to make sure an epileptic child has the care and support they need if they're found on the playground in a fugue state, it's written to make sure there are people at the school that know everything needed to make sure that particular child is in the best situation and cared for.

My grandson had a 504 plan at his previous school simply because he took meds at school.

My friend that is a teacher has 14 students who have 504 plans. Some have seizures, some take meds at school and some only take meds at home, some have need of an aid to help them stay on track. She had a plan when she was a student because she is severally diabetic. Her plan saved her life several times, once she was found in the bathroom passed out. Another time she was taking a test and the teacher noticed she wasn't writing but staring off into space, her blood sugar was 38.

Each child's 504 plan is written specifically for him or her. They are not comparable in any way since they are specific for that child only.

Having a 504 plan for your child should have already happened because she takes medication on a regular basis. Period. It's not brain science and the school should have suggested this themselves.

Please google 504 plan for yourself so you can advocate for your child. The school that my grandson is in now will not allow him to have a plan. They say he doesn't need a behavior plan...I tried to tell them that is not the purpose of one. I failed him. Please make copies of what you might need, simple copies, not pages and pages. Simple ones that show the law number and that are simple language such as "a 504 plan should be provided for any child in the school district that has need of any sort including a medical problem requiring medication, a behavioral problem that requires them to have a behavior plan, etc....simple, specific, all simple.

Updated

An IEP is for disabled children that need special education funding spent on them. Your child does not seem mentally retarded, to have Down's Syndrome, or any other physical/genetic disability that they will live with the rest of their lives and even perhaps end up in a facility/group home as an adult because they are unable to care for themselves in an independent living situation.

Just to explain the difference.

A 504 plan is just that, a plan, that is a written plan to help a particular child succeed. They can be written as a behavior plan if needed, to make sure an epileptic child has the care and support they need if they're found on the playground in a fugue state, it's written to make sure there are people at the school that know everything needed to make sure that particular child is in the best situation and cared for.

My grandson had a 504 plan at his previous school simply because he took meds at school.

My friend that is a teacher has 14 students who have 504 plans. Some have seizures, some take meds at school and some only take meds at home, some have need of an aid to help them stay on track. She had a plan when she was a student because she is severally diabetic. Her plan saved her life several times, once she was found in the bathroom passed out. Another time she was taking a test and the teacher noticed she wasn't writing but staring off into space, her blood sugar was 38.

Each child's 504 plan is written specifically for him or her. They are not comparable in any way since they are specific for that child only.

Having a 504 plan for your child should have already happened because she takes medication on a regular basis. Period. It's not brain science and the school should have suggested this themselves.

Please google 504 plan for yourself so you can advocate for your child. The school that my grandson is in now will not allow him to have a plan. They say he doesn't need a behavior plan...I tried to tell them that is not the purpose of one. I failed him. Please make copies of what you might need, simple copies, not pages and pages. Simple ones that show the law number and that are simple language such as "a 504 plan should be provided for any child in the school district that has need of any sort including a medical problem requiring medication, a behavioral problem that requires them to have a behavior plan, etc....simple, specific, all simple.

The IEP tends to only change standardized tests. My youngest had pull out tests and it was only the for standardized tests. Thing is the teachers always had the authority to modify their curriculum and they did. It works better really because the teachers can see how the tests are going, what they know, what they need to learn and make it about that subject.

What I mean is IEPs are very black and white. So if the IEP's scope was in class tests she would have modifications for spelling even though she doesn't need them.

My daughter is now 14 and was diagnosed ADD in second grade and Asperger's ADD in 5th. She can't help that she isn't focused so "talking til you're blue in the face" won't help. An IEP will help but depending on the state, she may or may not qualify. Mine did when she was in 2nd grade thank God, my younger son though who was diagnosed 2 years ago with ADHD does not, but has a 504 Plan. There is a HUGE difference between the two. Because of the IEP my daughter had, she was graded on say the 22 of 36 math facts she took, not the whole 36, otherwise she would always get an F. If she got all the ones right but took longer, she shouldn't be punished for that, THOSE things are what's important to have in an IEP. Also, my daughter's IEP says no homework. She is just DONE by the time she gets home and can't do another hour or more of homework. She has done well with this. It wasn't so bad in elementary school but with 7 different teachers now, it was too much for her. She also does every other problem for her classwork. Its not the VOLUME of what she does, but the quality of how she does it and if she knows it. So my advice to you would be to know that it is only going to get harder for her as she gets older. The teachers move quickly and if she doesn't get it right away, she will get farther and farther behind. That's why you should try to get an IEP in place. Also, my daughter has ALWAYS tested at grade level so I had to FIGHT for these modifications for her and it's been so much better for her. Do what you feel is right for your kid. Good luck.

My 9th grade son has ADD and has an IEP specifically for that. He also had speech and reading delays from 1st - 7th grade but they were never significant enough to address other needs like additional testing time, etc. But the ADD diagnosis was the thing that's gotten him special services. If you write a letter requesting an evaluation and services they must get back to you within 60 days and begin the process.

Yes - the Common Core for math is a horror - it makes no sense and requires kids to unlearn things they've been taught in earlier years. In hisotry it introduces highly questionable content and perspectives. And there NO evidience that it will accomplish waht it's set out to do. UGH!

Anyway - back from that tangent -

My son's IEP allows him an additional 50% testing time - he doesn't always need it - but often he does. And it also provides for specific seating int he classroom. All through school through this year (9th gradae) he's had resource room which has helped him organize (often needed for ADD kids) and he gets "push in" services (or inclusion class) for certain subjects. In planning for next year we are going to eliminate resource room for the first time in 9 years. Fiongers crossed and lots of prayer!

But I would defininetly request it - and gently and kindly fight for your child. IEPs are expensive for the school district - but if your child would benefit then you have to do everything you can to give your child that "leg-up" so she can do her best.

Medication helps with focus, but it doesn't eliminate the need to routines, systems and reminders. IT is only one part of a larger plan.

A 504/IEP is an excellent idea. Which one you get will depend on the big picture. ADD by itself isn't an IEP qualifier, but if she has other concerns that are, even minor, an IEP is possible.

After reading through, I wanted to clarify two things -

1 - IEPs are not just for kids who are struggling academically. This is a common misconception. An honor student in regular and advanced classes can have an IEP because of something simple, like needing speech therapy for pronunciation.

2 - Properly handled IEPs are customized to your child's needs, to give the kind of accommodations and services that best suit. Julie S's experience is an example of how IEPs are NOT supposed to function. It shouldn't have included anything that her child didn't need nor anything Julie didn't approve and give a signature to include. You have a lot of power in the decision making, even if a not-so-great staff tries to get you to think otherwise. If your school is difficult, you may want to have an advocate to help you.