Attention Deficit Hyperactivity Disorder (ADHD) affects millions of children and can significantly hinder academic performance. An Individualized Education Program (IEP) provides legal support and customized services to help students with ADHD achieve success. In this article, you will learn everything about how to get an IEP for ADHD, from eligibility to accommodations, common mistakes, and how parents can advocate for their children.
What Is ADHD and How Does It Impact Learning?
Attention Deficit Hyperactivity Disorder (ADHD) is a chronic neurodevelopmental condition that affects a child’s ability to focus, stay organized, regulate emotions, and control impulses. It is one of the most common learning-related disorders in school-aged children. ADHD symptoms typically fall into three categories: inattention, hyperactivity, and impulsivity. These core symptoms directly impact how a student with ADHD performs in school.
Children with ADHD often have difficulty paying attention in class, following through on instructions, and completing assignments. They may also interrupt lessons, forget homework, or struggle to stay seated during instructional time. This can result in falling behind academically, poor test performance, and frustration for both the student and teacher. ADHD not only affects academic performance but can also interfere with social interactions and self-esteem.
ADHD is considered a disability under the “Other Health Impairment” category of the Individuals with Disabilities Education Act (IDEA), which is why students with ADHD may qualify for special services through an Individualized Education Program (IEP).
Common Learning Challenges Associated with ADHD
If your child has ADHD, you might notice some learning challenges affecting their schoolwork and daily learning. These challenges often include:
- Difficulty paying attention: They may struggle to stay focused on lessons or instructions.
- Easily distracted: Sounds, movements, or even their thoughts can interrupt their focus.
- Trouble following instructions: When tasks have multiple steps.
- Poor time management: They may rush work, leave it incomplete, or forget deadlines.
- Difficulty with organisation: Losing books, notes, or forgetting homework is common.
- Restlessness or fidgeting: Sitting still for long can feel impossible, affecting concentration.
- Impulsive behaviour: Answering questions without thinking or interrupting others.
- Struggles with memory: They may forget what was just taught or read.
- Slow processing speed: Tasks can take longer to complete, even if they understand them.
12 Ways to Teach Students with ADHD
Teaching students with ADHD requires a proactive, flexible, and highly individualized approach to instruction. These students benefit most when lessons are designed to support attention, structure, and emotional regulation.
Teaching students with ADHD goes beyond just giving them extra time to focus better; it requires a proactive, flexible, and different approach that supports their unique learning needs. Here are 12 practical strategies to help:
1. Create a Structured Environment
Students with ADHD thrive on routine. Keep your classroom organised and predictable. Use clear schedules and let them know what to expect each day. Visual timetables and consistent rules help reduce anxiety and distractions.
2. Give Clear and Simple Instructions
Break down tasks into smaller, manageable steps. Avoid giving multiple instructions at once. Check for understanding by asking them to repeat what you’ve said in their own words.
3. Use Visual Aids and Hands-On Learning
Visual cues, charts, and demonstrations reinforce lessons and keep their attention. Engage them with hands-on activities rather than long lectures.
4. Incorporate Movement Breaks
Allow short, frequent breaks for stretching or quick activities. Sitting still for long periods can be challenging, so movement breaks help them reset and refocus.
5. Provide Positive Reinforcement
Praise their efforts and improvements, not just correct answers. Positive feedback builds confidence and motivates them to keep trying despite challenges.
6. Reduce Distractions
Seat them away from windows, doors, or noisy classmates. Minimise clutter around their workspace and consider using tools like noise-cancelling headphones if necessary.
7. Allow Flexible Seating Options
Some students focus better when standing, sitting on a stability ball, or using fidget tools appropriately. Flexibility with seating can improve attention.
8. Offer Extended Time When Needed
Students with ADHD may need extra time to process questions and complete tasks without feeling rushed.
9. Encourage Organisational Skills
Teach them how to use planners, checklists, and colour-coded folders to keep track of assignments and materials. Review these tools regularly with them.
10. Build Strong Teacher-Student Relationships
Take time to understand their strengths and challenges. Showing that you care and believe in them makes them more willing to engage and try.
11. Teach Self-Regulation Strategies
Help them learn how to manage their emotions and impulses. Techniques like deep breathing, counting to ten, or using quiet spaces when overwhelmed can support their emotional regulation.
12. Collaborate with Parents and Support Staff
Share progress and challenges regularly. Working together ensures consistent strategies both at school and at home.
The IEP Process for ADHD Students
If your child has ADHD and struggles in school, an Individualised Education Program (IEP) can provide the tailored support they need. Here’s how the IEP process works:
1. Identification of Need
The process begins when a teacher, parent, or caregiver notices that a student is having significant difficulties with learning, attention, or behaviour in school. ADHD alone doesn’t guarantee an IEP, but if it affects their educational performance, they may qualify.
2. Referral for Evaluation
You or the school can request an evaluation. Submit a written request to the school’s special education team asking for a formal assessment to determine if your child qualifies for special education services under the category of “Other Health Impairment (OHI)” due to ADHD.
3. Comprehensive Evaluation
A team of professionals, including special education teachers, psychologists, and possibly a medical professional, will assess your child. This includes academic tests, behaviour observations, and reviewing medical or developmental history.
4. Eligibility Determination
After the evaluation, the team meets to review the results. They determine whether your child’s ADHD significantly impacts their ability to learn and if they qualify for special education services under IDEA (Individuals with Disabilities Education Act).
5. Developing the IEP
If eligible, an IEP team is formed. This includes teachers, a special education provider, school administrators, and you as the parent. Together, they develop a written plan outlining:
- Your child’s current academic performance
- Specific educational goals
- Special accommodations and services needed (e.g., extended time, behaviour support, breaks, organisational help)
- How progress will be measured
6. Implementing the IEP
Once finalised, teachers and staff are responsible for following the IEP to ensure your child receives the support outlined. You will get a copy for your records.
7. Annual Review
The IEP is reviewed at least once a year to update goals and services based on your child’s progress. However, you can request a meeting anytime if you feel adjustments are needed.
8. Reevaluation
Every three years, a formal reevaluation is done to determine if your child still qualifies for services and if their needs have changed.
What is an IEP for ADHD?
An IEP, or Individualised Education Program, is a written plan developed to support students whose ADHD significantly affects their ability to learn and perform in school.
For a student with ADHD, an IEP provides specialised instruction tailored to their unique learning needs. It includes specific goals that target areas where they struggle, such as paying attention in class, staying organised, completing tasks, or managing their behaviour.
The IEP also lists the accommodations and services the student will receive. These might include extra time on tests, seating away from distractions, behaviour intervention plans, counselling, or occupational therapy if needed.
An IEP is not just a school plan; it is a legal document. Schools are required by law under the Individuals with Disabilities Education Act (IDEA) to follow and implement everything written in it.
However, not every student with ADHD will qualify for an IEP. To be eligible, their ADHD must seriously impact their academic performance, and they must need special education services beyond simple classroom adjustments.
Does ADHD Qualify for an IEP?
Yes. ADHD can qualify for an IEP, but not automatically. For a student with ADHD to get an IEP, their condition must significantly impact their ability to learn and perform in school.
Under the Individuals with Disabilities Education Act (IDEA), students with ADHD may be eligible for special education services under the category of “Other Health Impairment (OHI).” However, there must be clear evidence that their ADHD affects their academic performance, behaviour, or ability to participate in the general education curriculum.
For example, if a student’s ADHD makes it hard for them to focus, follow instructions, complete assignments, or control impulsive behaviours to the extent that it affects their learning, they may qualify.
It’s important to note that qualification is decided through a formal evaluation process. This involves assessments, teacher observations, and input from parents to determine if specialised instruction is needed.
If the school finds that the student needs more than just classroom accommodations to succeed, an IEP is developed to provide individualised goals, services, and supports.
Components and Examples of ADHD IEPs
An effective IEP (Individualized Education Program) for a student with ADHD includes several components tailored to support the student’s unique academic and behavioral needs. Each element of the plan plays a role in promoting learning, managing behavior, and reducing frustration in the classroom. They include:
1. Present Levels of Performance
This section describes the student’s current academic skills, behaviour, and social or emotional functioning.
Example: John struggles to remain focused during independent reading and often needs redirection to complete tasks.
2. Annual Goals
These are specific, measurable goals that the student will work towards over the year.
Example: John will improve his ability to remain on task during independent work from 10 minutes to 20 minutes with no more than two reminders in four out of five trials.
3. Special Education and Related Services
Details the specialised instruction or therapies the student will receive.
Example: Small group instruction in reading comprehension or weekly sessions with a school counsellor to work on self-regulation skills.
4. Accommodations and Modifications
List changes made to help the student access learning and assessments.
Examples include:
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Extra time on tests and assignments
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Preferential seating away from distractions
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Breaking tasks into smaller steps
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Allowing movement breaks during lessons
5. Behaviour Intervention Plan (if needed)
For students who struggle with impulsive or disruptive behaviours, this plan outlines strategies to support positive behaviour.
Example: A reward system for completing tasks without interrupting others.
6. Progress Monitoring
Explains how the school will track and report the students’ progress towards their goals.
Example: Weekly teacher reports or behaviour charts sent home to parents.
7. Participation in General Education
States how much time the student will spend in general education classes and any support they will receive there.
8. Transition Planning (if age-appropriate)
For older students, the IEP includes plans for life after school, such as further education, work skills, or independent living.
Accommodations and Modifications
Accommodations and modifications are two essential elements of an Individualized Education Program (IEP) that help students with ADHD succeed in school by addressing their unique learning challenges. While both serve to support the student, they function differently.
Accommodations are changes in how a student learns or accesses information without altering the actual content. Modifications, on the other hand, involve changing what a student is expected to learn, often by adjusting the curriculum or expectations. Common accommodations for students with ADHD include extended time on tests, breaks during long tasks, preferential seating near the teacher, visual reminders, and the use of organizational tools like checklists or timers. These strategies help students manage inattention, impulsivity, and executive functioning difficulties without changing the academic standards.
Modifications may involve simplifying assignments, reducing the number of tasks required, or altering grading criteria to focus more on effort and progress rather than accuracy. For example, a student with ADHD might be given fewer math problems to solve or allowed to present a project orally instead of writing an essay.
Both accommodations and modifications are critical components of a well-developed IEP. They are tailored to the student’s specific needs and are reviewed regularly to ensure effectiveness. The goal is to provide equitable access to learning while maintaining high expectations that are appropriately adjusted for the child’s abilities.
Examples of ADHD IEP Accommodations
IEP accommodations for ADHD are adjustments that help students with ADHD learn effectively without changing what they are expected to learn. These accommodations don’t change the academic expectations but create a supportive environment where students with ADHD can focus, stay organised, and manage their impulses better. Every accommodation should be tailored to each child’s specific challenges and strengths. Here are some of the most effective and commonly used ADHD accommodations in IEPs:
1. Classroom Environment
- Preferential seating near the teacher and away from distractions like windows or doors
- Allowing the student to stand or move when needed
- Using quiet areas for independent work or tests
2. Instructional Supports
- Breaking tasks and instructions into smaller, manageable steps
- Giving clear, simple, and repeated directions
- Checking for understanding regularly
3. Testing and Assignments
- Extra time on tests and assignments
- Allowing oral responses instead of written answers when possible
- Providing tests in a quiet, separate setting to reduce distractions
4. Organisational Aids
- Use of planners, checklists, or visual schedules to keep track of tasks
- Colour-coded folders or notebooks for different subjects
- Teacher assistance with organising materials at the start or end of the day
5. Behavioural Supports
- Positive reinforcement for staying on task or completing work
- Behaviour charts or reward systems to encourage desired behaviours
- Access to a designated calm-down area when feeling overwhelmed
6. Scheduling and Breaks
- Scheduled movement or sensory breaks during lessons
- Reduced homework load when appropriate
- Allowing the student to leave class a few minutes early to avoid crowded transitions.
Sample IEP Goals for ADHD
A strong IEP for a student with ADHD should include goals that support their focus, organisation, and behaviour. For example, the student may work on remaining on task for 15 consecutive minutes using a visual timer, with no more than two teacher redirections. Another goal could be completing 80% of homework assignments on time with the help of a daily planner.
Additionally, the student might use a behaviour checklist to self-monitor their class participation at least three out of five school days. An effective IEP goes beyond academics to address executive functioning, emotional regulation, and behaviour management. Parents should collaborate closely with the IEP team to ensure the plan truly reflects their child’s challenges and offers practical, meaningful solutions to support success in school.
Developing an Effective IEP for ADHD
Developing an effective IEP for a student with ADHD involves collaboration, careful planning, and a deep understanding of the child’s specific needs. The IEP must be personalized to address academic, behavioral, and emotional challenges caused by ADHD. A well-crafted ADHD IEP plan should include clearly defined goals, appropriate support services, and accommodations that reduce distractions and improve focus in the classroom.
The first step in creating a successful IEP is gathering comprehensive input from parents, teachers, school psychologists, and special education professionals. This team should assess the student’s current performance, pinpoint areas of difficulty, and set realistic academic and behavioral goals. These goals must be measurable, achievable, and aligned with the child’s learning style and challenges.
Accommodations might include extended time on tests, visual schedules, task checklists, or opportunities for movement breaks. Behavioral interventions, such as positive reinforcement and behavior tracking charts, can help manage impulsivity and improve classroom conduct. The IEP should also outline how the school will monitor progress and communicate updates with parents.
What does my ADHD child qualify for?
If your child has ADHD, there are various supports they may qualify for to help them succeed in school. These can include extended time on tests and assignments, preferential seating near the teacher, a Behaviour Intervention Plan (BIP), and one-on-one classroom support when needed. Some students may also receive services like speech or occupational therapy, counselling, or access to assistive technology tools such as audiobooks or text-to-speech software.
1. 504 Plan
If your child’s ADHD impacts their ability to learn but they don’t need special education services, they may qualify for a 504 plan. This provides accommodations like extra time on tests, preferential seating, movement breaks, or help with organisation to ensure they can fully participate in class.
2. IEP (Individualised Education Program)
If their ADHD significantly affects academic performance and they need specialised instruction, they may qualify for an IEP under the category of “Other Health Impairment (OHI).” An IEP provides both accommodations and specialised educational services with clear goals to support their learning and behaviour.
3. School Counselling or Behavioural Support
Some children with ADHD can access school counselling, social skills groups, or behavioural interventions to help them with emotional regulation and classroom behaviour.
4. Medication and Therapy (Outside School)
While schools do not provide medication, many children benefit from a combination of school supports and medical treatment, such as ADHD medication, behavioural therapy, or occupational therapy outside of school.
Organisational supports, like visual schedules, task checklists, and modified assignments, can also be included in their IEP to address executive functioning and time management challenges. To determine what your child qualifies for, the school will conduct a formal evaluation. The results will help decide if your child is eligible under the “Other Health Impairment” category and what specific supports will best meet their individual needs.
What Type of Schooling is Best for ADHD?
The best schooling for a child with ADHD is one that offers structure, flexibility, and understanding of their needs. It should provide clear routines, supportive teachers, and accommodations to help them focus and stay organised. Before choosing a school, observe classrooms, ask about ADHD support strategies, and consider how well each option matches your child’s learning style and emotional needs.
1. Traditional Public Schools with Support
Many children with ADHD do well in regular public schools, especially when they have an IEP or 504 plan in place. These plans provide accommodations such as extra time on tests, preferential seating, movement breaks, and behavioural support to help them succeed alongside their peers.
2. Private Schools with Small Class Sizes
Private schools that offer smaller class sizes can benefit students with ADHD by providing more individual attention, fewer distractions, and closer teacher-student relationships. Some private schools specialise in learning differences, offering structured programs tailored to ADHD and executive functioning challenges.
3. Specialised Schools for Learning Disabilities
Some schools focus entirely on students with ADHD, learning disabilities, or related conditions. These schools use teaching methods and classroom structures designed to support attention, organisation, and behaviour management in a way that typical schools may not.
4. Montessori Schools
Montessori education allows for hands-on, self-paced learning with freedom of movement. For some children with ADHD, this flexible environment helps them engage better and feel less restricted. However, it may not suit all children, especially if they need more structure and direct instruction.
5. Homeschooling
Homeschooling can be a great option for students with ADHD because it allows customised teaching methods, flexible schedules, and breaks when needed. Parents can adjust lessons to fit their child’s focus levels and learning style, making education less stressful.
6. Online or Virtual Schooling
Some children with ADHD do well with online schooling due to fewer social distractions and the ability to learn at their own pace. However, it requires strong parental involvement and structured routines to keep them engaged and on task.
What Age is Hardest For Kids With ADHD?
The hardest age for kids with ADHD is often during the early school years, typically between ages 7 and 10. At this stage, academic demands increase, requiring them to sit still longer, follow multi-step instructions, and manage their work independently. Their challenges with attention, impulse control, and organisation become more noticeable compared to peers, which can affect their confidence and behaviour in class. However, middle school can also be difficult because of increased workload, changing classes, and social pressures, which can overwhelm kids with ADHD if they don’t have strong support and coping skills in place.
What Subjects Do People With ADHD Struggle With?
What Is An IEP Plan, And How Does It Benefit Students With ADD/ADHD?
An IEP, or Individualised Education Program, is a written plan designed to support students with disabilities, including ADD/ADHD, who need specialised instruction. It outlines their learning goals, services, and accommodations to help them succeed in school. For students with ADD/ADHD, an IEP can provide structured support like extra time on tests, behaviour plans, and teaching strategies that improve focus, organisation, and classroom behaviour, ensuring they reach their full academic potential.
What Is A Good IEP Goal For ADHD?
A good IEP goal for a student with ADHD is specific, measurable, and targets their unique challenges with focus, organisation, or behaviour. For example:
The student will remain on task for 15 minutes during independent work with no more than two teacher reminders in 4 out of 5 sessions.
This goal is effective because it clearly states what the student will do, under what conditions, and how progress will be measured. Other good IEP goals for ADHD might include improving homework completion with the use of a daily planner or using self-monitoring checklists to increase class participation.
What is a Common Error Made During IEP Meetings?
A common error made during IEP meetings is not involving the parents as equal team members in decision-making. Parents know their child best, but sometimes meetings become rushed, with educators making decisions without fully listening to parental concerns or suggestions. This can lead to goals and services that don’t truly address the child’s real needs. Ensuring parents are heard, respected, and actively included in creating the IEP helps build a plan that supports the student effectively both at school and at home.
How to Get an IEP for ADHD: 10 Mistakes to Avoid During the IEP Meeting
- Not coming prepared with documentation: Always bring medical reports, teacher observations, academic records, and samples of your child’s work that show their ADHD-related challenges.
- Failing to understand your rights: Parents often don’t realize they have the right to request evaluations, dispute decisions, and propose changes. Know your rights under the Individuals with Disabilities Education Act (IDEA).
- Accepting vague or non-specific goals: Goals like “improve focus” are not measurable. Ensure that IEP goals for ADHD are SMART: Specific, Measurable, Achievable, Relevant, and Time-bound.
- Overlooking behavioral support: ADHD often affects behavior. Don’t forget to request a Behavior Intervention Plan (BIP) if impulsivity or emotional regulation is an issue.
- Not requesting appropriate accommodations: Extended time, breaks, and visual aids can make a big difference. Know what accommodations best suit your child’s challenges.
- Failing to include executive function supports: ADHD affects organization and task management. Ask for visual schedules, checklists, and support tools.
- Letting the school team dominate the conversation: This is a collaborative process. Speak up, ask questions, and advocate for what your child truly needs.
- Not reviewing the IEP carefully before signing: Don’t feel pressured to sign immediately. Take it home, review it, and ask for changes if necessary.
- Assuming the plan is permanent: IEPs should be reviewed and updated at least once a year. Be proactive in scheduling follow-ups and requesting revisions when needed.
- Not involving your child (if age-appropriate): Older children with ADHD should be part of the discussion. Teaching them to advocate for their needs is empowering.
Why Do Students with ADHD Benefit from IEPs and 504 Plans?
Students with ADHD benefit from IEPs and 504 plans because these support systems address their unique learning challenges and help them succeed in school. ADHD often affects focus, organisation, impulse control, and time management, making it hard for students to keep up with classwork and expectations. An IEP (Individualised Education Program) provides specialised instruction, clear goals, and additional services like behaviour intervention plans or counselling for students whose ADHD significantly impacts their academic performance. It ensures their learning needs are met with structured, personalised strategies.
A 504 plan offers accommodations such as extended time on tests, preferential seating, movement breaks, and help with note-taking. These adjustments remove barriers that may prevent students with ADHD from fully participating in class. Both IEPs and 504 plans ensure students with ADHD are not unfairly disadvantaged by their symptoms and have equal opportunities to learn and achieve their potential.
Difference Between IEPs and 504 Plans for ADHD
When it comes to supporting students with ADHD in school, both IEPs (Individualized Education Programs) and 504 Plans are valuable tools but they serve different purposes and are governed by different laws. IEPs offer a more comprehensive, customized approach with instructional services, while 504 Plans focus on access and accommodations.
An IEP is covered under the Individuals with Disabilities Education Act (IDEA) and is intended for students whose ADHD significantly impacts their ability to learn and requires specialized instruction. An IEP includes a personalized education plan with measurable goals, related services (like occupational therapy or counseling), classroom modifications, and possibly a behavior intervention plan (BIP). To qualify for an IEP, a student must go through a formal evaluation and meet specific criteria under one of IDEA’s disability categories, usually “Other Health Impairment (OHI)” for ADHD.
A 504 Plan is covered under Section 504 of the Rehabilitation Act, which is a civil rights law. It is designed for students with disabilities, including ADHD, who do not need specialized instruction but still require accommodations to access the general education curriculum. These accommodations might include extended time on tests, movement breaks, assistance with organization, or seating near the teacher.
IEP vs. 504 Plan: Which Will Work Better for My Child
Deciding between an IEP and a 504 plan depends on how your child’s ADHD affects their learning. If your child needs specialised instruction and services because their ADHD significantly impacts their academic performance, an IEP will work better, as it provides personalised goals, teaching strategies, and additional supports. However, if your child only needs accommodations like extra time on tests, movement breaks, or help with organisation to access the general curriculum, a 504 plan is often sufficient. The best option is based on their individual needs, so working closely with the school team will help determine which plan ensures your child’s success.
How To Avoid Legal Errors in the IEP Process?
Avoiding legal errors in the IEP process is essential to protecting your child’s educational rights and ensuring they receive the services they are entitled to under the law. The IEP process for students with ADHD is governed by the Individuals with Disabilities Education Act (IDEA), and any missteps, intentional or not, can lead to inadequate support or even legal disputes.
One common legal error is failing to provide a timely evaluation after a parent requests one. Federal law usually requires schools to respond within 60 days. Make sure you submit your evaluation request in writing and keep copies of all correspondence. Another mistake is developing vague or non-measurable goals in the IEP. Goals must be specific and data-driven to ensure your child’s progress can be tracked and enforced.
Parents should also be cautious about signing an IEP without fully understanding it. Take time to review the document carefully, and if needed, consult with an educational advocate or attorney to ensure it meets your child’s needs. Schools must include parents as equal partners in the IEP team, and if you are excluded or not given the chance to contribute, this can violate IDEA regulations.
To avoid these issues, attend every meeting, ask for documentation, and keep thorough records. If you suspect the school is not following the IEP, you have the right to request mediation, file a complaint, or pursue a due process hearing.
Requesting an IEP
Requesting an IEP for your child is an important step to ensure they receive the right support at school. To begin the process, write a formal letter to your child’s teacher, school principal, or special education coordinator requesting a comprehensive evaluation to determine eligibility for special education services. Be sure to include your child’s full name, grade, and specific concerns about how their ADHD or learning challenges are affecting their academic performance. Always keep a copy of your request for your records, as this starts the timeline for the evaluation process under the Individuals with Disabilities Education Act (IDEA).
After the school receives your request, it must respond within a set timeframe, usually within 60 days, to conduct evaluations. These assessments may include academic tests, classroom observations, and input from teachers and parents. If your child is found eligible, the school will schedule an IEP meeting to develop a personalised plan outlining goals, services, and accommodations needed for success.
IEP Alternative
If your child doesn’t qualify for an IEP, consider a 504 Plan, Response to Intervention (RTI), or behavioral support plans.
Who Is Eligible for an IEP?
Students are eligible for an IEP if they have a disability that falls under one of the categories listed in the Individuals with Disabilities Education Act (IDEA) and if that disability significantly affects their ability to learn and perform in school. This includes conditions like learning disabilities, autism, speech or language impairments, emotional disturbances, and other health impairments such as ADHD. To qualify, the student must need special education services and supports beyond what is provided in the general education setting to help them make meaningful academic progress.
What Do IEPs Include?
An IEP includes several key components that ensure a customized learning experience and promote academic success.
The first section of an IEP includes the student’s present levels of academic achievement and functional performance (PLAAFP), which describes how the child is currently performing in school. Based on this, the IEP team develops measurable annual goals tailored to the student’s specific needs, such as improving focus, completing assignments independently, or reducing impulsive behavior.
An IEP also outlines the special education services and related supports the child will receive. This can include services like occupational therapy, speech therapy, counseling, and behavioral interventions. It also lists accommodations and modifications, such as extended time on tests, seating arrangements, breaks between tasks, or access to visual aids specifically helpful for students with ADHD.
In addition, the IEP will explain how the child’s progress will be measured, how often updates will be given to parents, and when and where services will be provided. It may also include a Behavior Intervention Plan (BIP) if behavior is a concern. All of these components work together to create a personalized framework that helps the student overcome learning barriers and thrive in school.
Sample IEP for ADHD PDF
If you would like a sample IEP for ADHD in PDF format, please let me know by requesting it in the comments section below. Our detailed example will guide you in understanding what effective IEP goals and accommodations look like for students with ADHD.
Conclusion
Advocating for your child, especially if they have ADHD or other learning challenges, means making sure they get the support they need to succeed. Start by learning about their rights under education laws like IDEA and Section 504, so you know what services and accommodations they are entitled to. Stay informed about their strengths and struggles, and keep records of report cards, teacher notes, evaluations, and communication with the school. Communicate regularly with teachers and staff to share what works at home and find out how they are coping in class.
Before IEP or school meetings, write down your concerns, questions, and suggestions to stay organised. During meetings, be confident but respectful, speaking up clearly for your child’s needs while working as a team with the school. After meetings, follow up to ensure the agreed-upon supports are in place and working effectively. If something isn’t helping, don’t hesitate to request changes to better support your child’s learning and overall progress.
Edited by Utibe Eshiet
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