An IEP for ADHD is a detailed plan created by the school in
conjunction with a child's parents to outline how a child with a
learning disability will best learn and succeed.
They are commonly created for children with Attention Deficit Hyperactivity Disorder when a child's disability interferes with their academic performance; IEP's are created when more comprehensive intervention is required.
IEP's can put in place things such as extra educational supports and services, specialized curricula, and other accommodations.
Individualized Education Plans are available by law for all eligible children from age 3 to age 21 or upon high school graduation, whichever comes first.
They are created on a case-by-case basis, and should be tailored to each child's individual needs. As mandated by law, IEP's must provide children with disabilities with an ability to learn in the least restrictive environment.
Identification: Evaluations And Assessments
If a parent feels their child has a disability that results in educational deficits and requires additional educational supports and services, they must first contact the school. Conversely, sometimes teachers and school officials contact a struggling student's parents in order to discuss potential treatment options.
With the parents' permission, evaluations and assessments are arranged in order to make an accurate diagnosis and learn more about the cause of the child's academic struggles and deficits.
Once evaluations and assessments are conducted, eligibility for an IEP is discussed and determined based a number of factors.
If Eligible For Services…
If a child is determined to be eligible for an IEP, a meeting is scheduled with the parents and treatment team. This team is diverse and may include teachers, mental health professionals, nurses, school officials, and always includes the parents.
A child's specific deficits and challenges are discussed, as well as specific services and supports that can be put into place to help the child.
This IEP meeting must, according to the law, be held within thirty calendar days of determining a child is eligible for an IEP.
Considerations should be made to identify and enhance each child's unique strengths in the context of their school performance and overall well-being.
Specific and measurable goals are written into the plan. This includes various types of interventions to meet the specific goals.
For example, interventions may include providing academic supports, helping a child engage in more more appropriate classroom and peer interactions, etc.
Parents must agree to the plan and consent before any services are provided. Parents can also refuse services if they disagree, or appeal to the school district for different services.
Specialized Services Are Provided
The IEP for ADHD is enacted. Services are provided as specifically outlined in the plan.
Progress Is Evaluated
The team meets again with the parents in order to discuss the effectiveness of the IEP. Has the child made progress? Which interventions were most effective? What improvements and modifications, if any, to the plan need to be made?
The Child Is Reevaluated
In this ongoing process, the child is reevaluated and eligibility is again determined. Has progress been made to the point where the IEP for ADHD is no longer necessary? Or is more intervention required?