Originally Posted by Linda on the move
one of the reasons for the formal diagnosis and IEP is to ensure that as you and the teacher figure out what actually works for her, it becomes an official document that the NEXT teacher has to follow. A flexible teacher is a huge, huge asset, but making everything formal plans for the future.
Originally Posted by aprilushka
In our case, I think getting a diagnosis is a prerequisite to an IEP and anyway the diagnosis will hopefully take a shorter time -- apparently it takes months to get an IEP. Fortunately her teacher is willing to try different things. It could take months also for the diagnosis just because it takes weeks/months just to get an appointment. It took an hour and half this morning just to find where in a two hour radius there was a developmental practice accepting new patients.
No. The school may choose to accept a private evaluation without doing their own but that is very, very rare as the evaluation they use obligates them to address the issues found in that evaluation. You need to submit a letter of request and consent for the school to do a comprehensive evaluation (it is important to keep copies of letters/contacts with the school/ and other documents and to keep track of deadlines as to when the school is supposed to have certain things done). You need to "start the clock" in your letter of request; the school has 60 days from the date they received parental consent for evaluation to do one; your written request should note that this letter is the consent for evaluation. (And, if you did not do it in writing, it never happened!). I highly recommend printing out your state special education law as the states have some leeway in implementing IDEA.
I also recommended getting a copy of "Wrightslaw: From Emotions to Advocacy"; the information from the book can be found on their site as well (and "Wrightslaw: Special Education Law, 2nd Edition". All About IEPs and The IEP from A to Z is also a good book to read at the beginning of the processes. The first book is a how to in dealing with the school and organizing your child's information. The latter two reference different diagnoses but there are some ADHD specific IEP goals and you may find useful info in goals from other diagnoses. ADDittude Magazine has a website with a lot of their articles on it but subscribing to the magazine to a year may helpful since you are just starting out. You may find accomodations and IEP goals there; CHADD may have some, not sure. You can also google "ADHD IEP goals/accomodations," and "ADHD child executive function" to come up with some.
I don't have time to post much specifically about my ds (ADHD/Aspergers) now but if you are interested I've posted our story on the board before so it should come up in a search. The short story is that ds has severe ADHD combined and had significant behavior issues, plus he's on the mild end of the spectrum. He has been medicated for ADHD since 1st grade; his second medication was "the one" and he has been on the second dose of the second med since spring of 1st grade and it (Vyvanse) works very well for him. I actually take the same medication as after I weaned my second my ADHD coping skills were shot. I just had an IEP meeting last week to see how DS' IEP is working for him and he's doing better than I realized. We did his IEP in May based on his second grade year but his difficulties (overall) have lessened over the summer.
Under IDEA/IEP, if your child has a disability that adversely affects educational performance, your child is entitled to an education that is designed to meet the child's unique needs and from which your child receives educational benefit.
A 504 (from section 504 of the American's with Disabilities Act) is helping your child get the same education that everyone else is getting--more for a student that needs accommodations to help them learn (like sitting next to the teacher) or for behavior, and that they are not punished for things that they cannot control due to the ADHD (like needing to work standing up or not sit inside a group).
[A IEP or 504 is not an escalation or punishment for the teacher/school. It's more about getting all appropriate parties involved and on the same page. The student, parent/legal guardian, teachers, principals, Pupil Services administrators, support staff (i.e. nurse, counselor, psychologist, language/speech pathologist) as well as the student's physician or therapist may be involved in the placement process including the 504 meeting.]
Key Differences Between Section 504, the ADA, and the IDEA.