I need some general advice.

I don’t want to sound like I am stupid but I went to wrightslaw and I don’t know where to start. It is all very overwhelming. I am trying to figure out the difference between a 504 plan and a IEP.

According to US law, a child with a documented case of ADHD can be serviced in the schools under a 504. ADHD is not covered under IDEA. If he also has an LD (20% or so of people with ADHD also have an LD… the statistic is different the other way around), he would qualify for an IEP under IDEA.

The first thing to do is request testing, in writing, under IDEA Law. This letter would go to the principal. A great site with lots of info on education law is http://www.wrightslaw.com They have a great explaination of what helps you can get from both 504 and IDEA.

Every 504 plan or IEP is going to be different because they are tailored to the needs of the individual child. Some kids need extra time for assignments or tests, others need help with written work, or reading, etc. There are tons of different things depending on the struggles.

You don’t need a psychoeducational evaluation in order for your child to qualify for assistance under Section 504. You do need a formal diagnosis (which you already have), and your child’s diagnosis has to be significantly impacting a major life function, which in this case would be learning. Significant impact can easily be determined by looking at grades, missing homework assignments, etc. I would contact your child’s school in order to find out who is in charge of Section 504 meetings.

Before requesting testing.
Go to wrightslaw.com. and read about writing letters to the school.I recomend that you take a few days and read Wrightslaw and then approach the School.

If you do not ask in the correct manner they might just ignore your request.

Compose the letter and then E-mail a copy to the Director of Special Education and the School Principal.

After you E-mail the School print a hard copy and sign that,Then hand deliver that to the School.
Be nice.
Both parents should sign the letter to show a united front.

When you use E-mail you create an easy to use communication system between the parents and the school
complete with a date and time stamp.

After you deliver the letter to the school the clock starts,the School must follow strict time lines on written request.The School will be in non compliance if they fail to respond.[IDEA]

Check your state law on time lines it may be less than federal regs.

Visit your states Department of Education Website.

Most important do not stop fighting for your child no matter what they tell you.

Read “From Emotions To Advocatcy”

Thank you guys so much. I have never had anyone to talk to about this except for his doctors. I did go to an orientation last night and met his teacher. I had brought up the topic to her and she had no idea what I was talking about. We live in a very small town and I think that that may have an effect on the kind of response I get at the school. She did seem willing to help for now. I will read over all the things you guys suggested before talking to anyone else at the school. My son’s education is one of the most important things to me and I don’t plan on giving up on him. Thank you all again.

Thats great you have enough patience not too lash out the school.You will get greater results with a little study time.

Advocating for your child is very time consuming and very rewarding if done by the book.

The IEP is more powerfull than the 504
Anything can be done through the IEP process.

Do you have a parents support group in your area?
The parents support group will have free information and training.
Ask around.

The small school in the small town Must follow federal regs.
You may see some resistance from a small school,so be prepared for that too.

Visit your School’s and the District’s website.
sometime’s there’s lot’s of valuble infrmation on these sites.IE: who’s in charge of Special Education,
E-mail addresses.

Your profile says you live in Ohio

There will be a 2 day wrightslaw bootcamp training in Toledo on Oct 12th & 13th

I suggest you make yourself availiable for this.
See wrightslaw home page.
You will get books here too.

This will be the best ivestment you can make for your child.
Sign up early.

A section 504 plan is basically a legal document that requires your child’s regular education teacher(s) to implement specific accomodations in the classroom due to his disability (i.e., structured movement breaks, extended time to complete assignments, etc.).

An IEP is also a legal document, but it is within special education and consists of individualized goals created to target your child’s specific weaknesses. An IEP will allow your child to work with a special education teacher within his regular classroom setting (collaboration) or in a small classroom setting (resource).

The accommodations section in an IEP is a 504 plan. 504 plans have equal authority they are legally binding. Take your documentation to your building principal request a child study meeting. At the child study present your documentation. They will invite a specialist to see if the information is in line with your request for accommodations. In our area the specialist would be from the Intermediate School District.

Be specific in what you would like to accomplish from your 504. For example my son has bilateral hearing loss, I wanted an FM system used in all core academic classes.

I would even suggest meeting with the specialist before the meeting to clarify any questions they may have or additional information they need.

Also, an idea for an ADHD student is behavior implementation plan (BIP/BAP). What times of the day is his/her behavior doing XYZ is there a pattern. For example, would be to much stimulation at lunch recess, he needs time to calm himself before joining the class, etc.

Good luck!
Shel

[quote=Goodysbaby]The accommodations section in an IEP is a 504 plan. 504 plans have equal authority they are legally binding. [/quote]

Hi, while the general adivce in the post is good, I would like to clarify IEP vs 504. Yes, both are legally binding, but the accomodations section in an IEP is [u]not[/u] a 504 plan.

IEP is mandated by IDEIA 2004 (the update to IDEA). Section 504 is part of the Rehabilitation Act. Section 504 is designed to remove obsticals for people with disabilities. In other words, it removes barriers. This includes such things as wheel chair access, for example, or a quiet place for a child with ADHD to take a test. Section 504 is designed to “level the playing field.” On the other hand, IDEA provides servies in a school to children with disabilities that are not provided to children without disabilities. See also [url]http://www.ldonline.org/article/6086[/url] and
[url]http://www.wrightslaw.com/advoc/articles/504_IDEA_Rosenfeld.html[/url]

My assessment in special ed gave us part of the latter as a handout. The handout shows concentric circles as a visual explaination. Outside the circles are all children, in the outermost ring is 504 (because it covers all disabled children) and in the center circle is IDEA children. A child will either have an IEP under IDEA, or if they do not qualify for that but have a disability covered under 504, they will have a 504 plan. They are not the same :-) Have a read, if you want more details.

I wish you all success this school year.

Just a note to clarify one bit in my post. A child with ADHD may qualify for an IEP under IDEA under other health impairment, if it adversly affects their education. If, however, their ADHD is under control and no longer affecting their education adversely, they would still qualify for accomodations under section 504 (a quiet place to take a test as I mentioned above, or the like).

I am a special education teacher and have taught many children who have adhd and have been classified under the auspices of other health impaired. This year I have a student with a 504 plan due to his ADD but already 3 weeks into the year the general education teacher and I see he needs more support, modifications and accommodations to be successful in an inclusion setting. Hopefully his parents will decide to have a CST evaluation completed so that we can provide him with the program that will help him succeed.