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Many children with AD/HD can be effectively treated utilizing medications and frequent communication between the child's doctor, parents and teacher to provide appropriate behavioral therapy and environmental modifications. Some children with AD/HD will benefit from special educational programing and formalized classroom modifications. The diagnosis of AD/HD does not in itself qualify a child to recieve these services. However, if the AD/HD symptoms are interfering with the educational process, then your child may entitled to special education. Additionally, many children with AD/HD have cognitive processing difficulties (e.g., learning disabilities) which qualify them for special educational programming.
The information below is an introduction to the general process of evaluation for and prescription of special education services. More comprehensive information can be obtained from your local school system or your state's Department of Education.
A word about "Special Education":
Many parents become alarmed when they hear their child may need special education services. Parents mistakenly conclude that special education is only for children with mental retardation or severe disabilities. Actually, special education simply means "educational programming designed specifically for the individual." In the ideal world, all children would get special education. However, since this is not practical and the majority of children do well with the standard educational program, special educational is reserved for children with unique educational needs such as children with learning disabilities, special medical needs (e.g., AD/HD) and gifted children.
The Child Study Team:
If you are concerned that your child's AD/HD is affecting his learning or you feel your child may have another learning problem, you or your child's doctor can make a referral to the school principal or special education coordinator for evaluation by The Child Study Team. The committee will study test scores, teacher reports, the information from you and your child's doctors and other information related to your child's current problem. The committee may recommend some initial classroom modifications, further input from other specialist or teachers or more comprehensive formal evaluation of your child's abilities.
Formal Assessment and The Individualized Education Program:
If your child is referred for comprehensive evaluation to the Special Education Administrator a complete and individual evaluation is made of the following areas: educational, medical, sociocultural and psychological. Subsequently, the Eligibility Committee will meet to study and discuss the evaluation and determine if your child is in need of special education services. If your child qualifies, an Individualized Education Program (IEP) will be designed and a legal document containing this formal plan will be written. This document must include the following components:
- Present level of educational performance
- Statement of all services which the child is to receive
- This may include:
- number of hours of special education
- number of hours per day in regular education
- accommodations and classroom modifications
- counseling
- special therapies
- Date of initiation and anticipated duration of services
- Annual goals and short-term objectives
- Evaluation procedure
- Date and method of next annual review
- Goals for graduation (secondary students only)
You have the right to participate in the preparation of the IEP and will be asked to review and sign it. Once signed, this document becomes the tool by which educators and parents will develop and monitor your child's educational program and progress. It is also the legal document specifying the services your child is to recieve from the school system.
What if you disagree with the school systems evaluation or plans:
First communicate with the evaluation team. You may want to discuss your concerns with the child's teacher, principal, or special educator. You may want to speak to the psychologist who evaluated your child. Parents should be aware that school divisions are not required to provide the best program for a student, only an appropriate program. Additionally, special services (such as physical, occupational or speech therapy) only need to be provided to reach specified educational goals not medical goals. You can request a second opinion from an outside source which the school system may be required to fund. However, the school system is not required to act on the recommendations of the outside evaluator, only to review and consider them in their deliberations. Ultimately, if negotiations fail, a formal mediation process can be initiated.
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