Here, learn how to troubleshoot 9 common problems with IEPs and 504 Plans: Problem #1: My child has an IEP or 504 Plan but their grades aren’t improving. Note that 504 Plans are only required in schools that take federal funding, so almost all private schools are exempt, although they can offer accommodations if they choose to do so. So schools would sometimes rather provide a 504 Plan than an IEP. Schools need to report information on the IEPs they provide to their state department of education, which in turn needs to report these statistics to the federal government. The rules for both IEPs and 504 Plans are set forth under federal law. They typically include long-term goals and ways to determine if these goals are achieved. IEPs, on the other hand, are more comprehensive and often comprise a dozen pages or more. ADHD learning challenges are frequently covered in 504 Plans, which are shorter (2 or 3 pages) and easier to obtain. If the student’s needs require special education services in addition to accommodations like extended time on test, they will be more likely to qualify for an IEP. If a student simply requires accommodations in a regular classroom, they will generally get a 504 Plan. Identifying a problem takes detective work negotiating solutions requires diplomacy, and ensuring your child receives all they’re entitled to is the work of an advocate. I tell my clients that parenting a child with ADHD or a learning disability requires you to wear three different hats: detective, diplomat, and advocate. And when things seem amiss - grades aren’t improving, emails from teachers aren’t glowing, and your student isn’t thriving - know that you’re right and justified to dig in. Know how to work the system - bring cupcakes and understand that learning is a life-long exercise.ĭon’t assume your child’s school will carry out the accommodations just as you intended or hoped. Assume that accommodations will need tweaking. In other words, it’s important to be in regular contact with the school. When your child is receiving accommodations to help with ADHD-related challenges, the landscape sometimes shifts, symptoms fluctuate, and educators interpret guidance in different ways. Your job isn’t done the day your child’s IEP or 504 Plan is signed. With more support in place, your child will benefit from new academic and social achievements, and you will finally be able to relax, right? Not so fast. Congratulations! Your hard work has paid off and you’ve secured an IEP or 504 Plan for your child with attention deficit hyperactivity disorder (ADHD).
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