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Old 01-15-10, 08:35 PM
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Still fighting for my ADHD son's rights, researching and I found this~must read!!!

I found the following on a web site made and supported by a women who is an attorney with ADHD and has a couple of ADHD children. This is the best and most comprehensive site I have found for parents of ADHD children. Very enlightening!!
http://www.wrightslaw.com/law/code_r..._ADD_1991.html
Joint Policy Memorandum (ADD)
Office of Special Education and Rehabilitative Services
September 16, 1991

Robert R. Davila, Assistant Secretary, Office of Special Education and Rehabilitative Services. Michael L. Williams, Assistant Secretary, Office for Civil Rights. John T. MacDonald, Assistant Secretary, Office of Elementary and Secondary Education.


I. Introduction

There is a growing awareness in the education community that attention deficit disorder (ADD) and attention deficit hyperactive disorder (ADHD) can result in significant learning problems for children with those conditions.[1]
While estimates of the prevalence of ADD vary widely, we believe that three to five percent of school-aged children may have significant educational problems related to this disorder. Because ADD has broad implications for education as a whole, the Department believes it should clarify State and local responsibility under Federal law for addressing the needs of children with ADD in the schools. Ensuring that these students are able to reach their fullest potential is an inherent part of the National education goals and AMERICA 2000. The National goals, and the strategy for achieving them, are based on the assumptions that:

(1) all children can learn and benefit from their education; and
(2) the educational community must work to improve the learning opportunities for all children.

This memorandum clarifies the circumstances under which children with ADD are eligible for special education services under Part B of the Individuals with Disabilities Education Act (Part B), as well as the Part B requirements for evaluation of such children’s unique educational needs. This memorandum will also clarify the responsibility of State and local educational agencies (SEAs and LEAs) to provide special education and related services to eligible children with ADD under part B. Finally, this memorandum clarifies the responsibilities of LEAs to provide regular or special education and related aids and services to those children with ADD who are not eligible under Part B, but who fall within the definition of "handicapped person" under Section 504 of the Rehabilitation Act of 1973. Because of the overall educational responsibility to provide services for these children, it is important that general and special education coordinate their efforts.


II. Eligibility for Special Education and Related Services under Part B

Last year during the reauthorization of the Education of the Handicapped Act [now the Individuals with Disabilities Education Act, Congress gave serious consideration to including ADD in the definition of "children with disabilities" in the statute. The Department took the position that ADD does not need to be added as a separate disability category in the statutory definition since children with ADD who require special education and related services can meet the eligibility criteria for services under Part B. This continues to be the Department’s position.
No change with respect to ADD was made by Congress in the statutory definition of "children with disabilities"; however, language was included in Section 102(a) of the Education of the Handicapped Act Amendments of 1990 that required the Secretary to issue a Notice of Inquiry (NOI) soliciting public comment on special education for children with ADD under Part B. In response to the NOI (published November 29, 1990 in the Federal Register,) the Department received over 2000 written comments, which have been transmitted to the Congress. Our review of these written comments indicates that there is confusion in the field regarding the extent to which children with ADD may be served in special education programs conducted under Part B.


A. Description of Part B

Part B requires SEAs and LEAs to make a free appropriate public education (FAPE) available to all eligible children with disabilities and to ensure that the rights and protections of Part B are extended to those children and their parents. 20 U.S.C. 1412(2); 34 CFR §§ 300.121 and 300.2. Under Part B, FAPE, among other elements, includes the provision of special education and related services, at no cost to parents, in conformity with an individualized education program (IEP). 34 CFR § 300.4.
In order to be eligible under Part B, a child must be evaluated in accordance with 34 CFR §§ 300.530-300.534 as having one or more specified physical or mental impairments, and must be found to require special education and related services by reason of one or more of these impairments.2 20 U.S.C. 1401(a)(1); 34 CFR § 300.5. SEAs and LEAs must ensure that children with ADD who are determined eligible for services under Part B receive special education and related services designed to meet their unique needs, including special education and related services needs arising from the ADD. A full continuum of placement alternatives, including the regular classroom, must be available for providing special education and related services required in the IEP.


B. Eligibility for Part B services under the "Other Health Impaired" Category

The list of chronic or acute health problems included within the definition of "other health impaired" in the Part B regulations is not exhaustive.

The term "other health impaired" includes chronic or acute impairments that result in limited alertness, which adversely affects educational performance. Thus, children with ADD should be classified as eligible for services under the "other health impaired" category in instances where the ADD is a chronic or acute health problem that results in limited alertness, which adversely affects educational performance. In other words, children with ADD, where the ADD is a chronic or acute health problem resulting in limited alertness, may be considered disabled under Part B solely on the basis of this disorder within the "other health impaired" category in situations where special education and related services are needed because of the ADD.


C. Eligibility for Part B services under other Disability Categories

Children with ADD are also eligible for services under Part B if the children satisfy the criteria applicable to other disability categories. For example, children with ADD are also eligible for services under the "specific learning disability" category of Part B if they meet the criteria stated in §§ 300.5(b)(9) and 300.541 or under the "seriously emotionally disturbed" category of Part B if they meet the criteria stated in § 300.5(b)(8).


III. Evaluations under Part B
A. Requirements

SEAs and LEAs have an affirmative obligation to evaluate a child who is suspected of having a disability to determine the child’s need for special education and related services. Under Part B, SEAs and LEAs are required to have procedures for locating, identifying and evaluating all children who have a disability or are suspected of having a disability and are in need of special education and related services. 34 CFR §§ 300.128 and 300.220. This responsibility, known as "child find," is applicable to all children from birth through 21, regardless of the severity of their disability.
Consistent with this responsibility and the obligation to make FAPE available to all eligible children with disabilities, SEAs and LEAs must ensure that evaluations of children who are suspected of needing special education and related services are conducted without undue delay. 20 U.S.C. 1412(2). Because of its responsibility resulting from the FAPE and child find requirements of Part B, an LEA may not refuse to evaluate the possible need for special education and related services of a child with a prior medical diagnosis of ADD solely by reason of that medical diagnosis. However, a medical diagnosis of ADD alone is not sufficient to render a child eligible for services under Part B.
Under Part B, before any action is taken with respect to the initial placement of a child with a disability in a program providing special education and related services, "a full and individual evaluation of the child’s educational needs must be conducted in accordance with requirements of § 300.532." 34 CFR § 300.531. Section 300.532(a) requires that a child’s evaluation must be conducted by a multidisciplinary team, including at least one teacher or other specialist with knowledge in the area of suspected disability.


B. Disagreements over Evaluations

Any proposal or refusal of an agency to initiate or change the identification, evaluation, or educational placement of the child, or the provision of FAPE to the child is subject to the written prior notice requirements of 34 CFR §§ 300.504-300.505.3 If a parent disagrees with the LEA’s refusal to evaluate a child or the LEA’s evaluation and determination that a child does not have a disability for which the child is eligible for services under Part B, the parent may request a due process hearing pursuant to 34 CFR §§ 300.506-300.513 of the Part B regulations.


IV. Obligations Under Section 504 of SEAs and LEAs to Children with ADD Found Not To Require Special Education and Related Services under Part B

Even if a child with ADD is found not to be eligible for services under Part B, the requirements of Section 504 of the Rehabilitation Act of 1973 (Section 504) and its implementing regulation at 34 CFR Part 104 may be applicable. Section 504 prohibits discrimination on the basis of handicap by recipients of Federal funds. Since Section 504 is a civil rights law, rather than a funding law, its requirements are framed in different terms than those of Part B. While the Section 504 regulation was written with an eye to consistency with Part B, it is more general, and there are some differences arising from the differing natures of the two laws. For instance, the protections of Section 504 extend to some children who do not fall within the disability categories specified in Part B.


A. Definition

Section 504 requires every recipient that operates a public elementary or secondary education program to address the needs of children who are considered "handicapped persons" under Section 504 as adequately as the needs of nonhandicapped persons are met. "Handicapped person" is defined in the Section 504 regulation as any person who has a physical or mental impairment which substantially limits a major life activity (e.g., learning). 34 CFR § 104.3(j). Thus, depending on the severity of their condition, children with ADD may fit within that definition.


B. Programs and Services Under Section 504

Under Section 504, an LEA must provide a free appropriate public education to each qualified handicapped child. A free appropriate public education, under Section 504, consists of regular or special education and related aids and services that are designed to meet the individual student’s needs and based on adherence to the regulatory requirements on educational setting, evaluation, placement, and procedural safeguards. 34 CFR §§ 104.33, 104.34, 104.35, and 104.36. A student may be handicapped within the meaning of Section 504, and therefore entitled to regular or special education and related aids and services under the Section 504 regulation, even though the student may not be eligible for special education and related services under Part B.
Under Section 504, if parents believe that their child is handicapped by ADD, the LEA must evaluate the child to determine whether he or she is handicapped as defined by Section 504. If an LEA determines that a child is not handicapped under Section 504, the parent has the right to contest that determination. If the child is determined to be handicapped under Section 504, the LEA must make an individualized determination of the child’s educational needs for regular or special education or related aids and services. 34 CFR § 104.35. For children determined to be handicapped under Section 504, implementation of an individualized education program developed in accordance with Part B, although not required, is one means of meeting the free appropriate public education requirements of Section 504.4 The child’s education must be provided in the regular education classroom unless it is demonstrated that education in the regular environment with the use of supplementary aids and services cannot be achieved satisfactorily. 34 CFR § 104.34.
Should it be determined that the child with ADD is handicapped for purposes of Section 504 and needs only adjustments in the regular classroom, rather than special education, those adjustments are required by Section 504. A range of strategies is available to meet the educational needs of children with ADD. Regular classroom teachers are important in identifying the appropriate educational adaptations and interventions for many children with ADD.
SEAs and LEAs should take the necessary steps to promote coordination between special and regular education programs. Steps also should be taken to train regular education teachers and other personnel to develop their awareness about ADD and its manifestations and the adaptations that can be implemented in regular education programs to address the instructional needs of these children. Examples of adaptations in regular education programs could include the following:
"providing a structured learning environment; repeating and simplifying instructions about in-class and homework assignments; supplementing verbal instructions with visual instructions; using behavioral management techniques; adjusting class schedules; modifying test delivery; using tape recorders, computer-aided instruction, and other audio-visual equipment; selecting modified textbooks or workbooks; and tailoring homework assignments."
Other provisions range from consultation to special resources and may include reducing class size; use of one-on-one tutorials; classroom aides and note takers; involvement of a "services coordinator" to oversee implementation of special programs and services, and possible modification of nonacademic times such as lunchroom, recess, and physical education.
Through the use of appropriate adaptations and interventions in regular classes, many of which may be required by Section 504, the Department believes that LEAs will be able to effectively address the instructional needs of many children with ADD.


C. Procedural Safeguards Under Section 504

Procedural safeguards under the Section 504 regulation are stated more generally than in Part B. The Section 504 regulation requires the LEA to make available a system of procedural safeguards that permits parents to challenge actions regarding the identification, evaluation, or educational placement of their handicapped child whom they believe needs special education or related services. 34 CFR § 104.36. The Section 504 regulation requires that the system of procedural safeguards include notice, an opportunity for the parents or guardians to examine relevant records, an impartial hearing with opportunity for participation by the parents or guardian and representation by counsel, and a review procedure. Compliance with procedural safeguards of Part B is one means of fulfilling the Section 504 requirement.5 However, in an impartial due process hearing raising issues under the Section 504 regulation, the impartial hearing officer must make a determination based upon that regulation.


V. Conclusion

Congress and the Department have recognized the need to provide information and assistance to teachers, administrators, parents and other interested persons regarding the identification, evaluation, and instructional needs of children with ADD. The Department has formed a work group to explore strategies across principal offices to address this issue. The work group also plans to identify some ways that the Department can work with the education associations to cooperatively consider the programs and services needed by children with ADD across special and regular education.
In fiscal year 1991, the Congress appropriated funds for the Department to synthesize and disseminate current knowledge related to ADD. Four centers will be established in Fall, 1991 to analyze and synthesize the current research literature on ADD relating to identification, assessment, and interventions. Research syntheses will be prepared in formats suitable for educators, parents and researchers. Existing clearinghouses and networks, as well as Federal, State and local organizations will be utilized to disseminate these research syntheses to parents, educators and administrators, and other interested persons.
In addition, the Federal Resource Center will work with SEAs and the six regional resource centers authorized under the Individuals with Disabilities Education Act to identify effective identification and assessment procedures, as well as intervention strategies being implemented across the country for children with ADD. A document describing current practice will be developed and disseminated to parents, educators and administrators, and other interested persons through the regional resource centers network, as well as by parent training centers, other parent and consumer organizations, and professional organizations. Also, the Office for Civil Rights’ ten regional offices stand ready to provide technical assistance to parents and educators.
It is our hope that the above information will be of assistance to your State as you plan for the needs of children with ADD who require special education and related services under Part B, as well as for the needs of the broader group of children with ADD who do not qualify for special education and related services under Part B, but for whom special education or adaptations in regular education programs are needed.
If you have any questions, please contact Jean Peelen, Office for Civil Rights; (Phone: 202/732-1635), Judy Schrag, Office of Special Education Programs (Phone: 202/732-1007); or Dan Bonner, Office of Elementary and Secondary Education (Phone: 202/401-0984).


1 While we recognize that the disorders ADD and ADHD vary, the term ADD is being used to encompass children with both disorders.
2 The Part B regulations define 11 specified disabilities. 34 CFR § 300.5(b)(1)-(11). The Education of the Handicapped Act Amendments of 1990 amended the Individuals with Disabilities Education Act [formerly the Education of the Handicapped Act] to specify that autism and traumatic brain injury are separate disability categories. See section 602(a)(1) of the Act, to be codified at 20 U.S.C. 1401(a)(1).
3 Section 300.505 of the Part B regulations sets out the elements that must be contained in the prior written notice to parents:
(1) A full explanation of all of the procedural safeguards available to the parents under Subpart E;
(2) A description of the action proposed or refused by the agency, an explanation of why the agency proposes or refuses to take action, and a description of any options the agency considered and the reasons why those options were rejected;
(3) A description of each evaluation procedure, test, record, or report the agency uses as a basis for the proposal or refusal; and
(4) A description of any other factors which are relevant to the agency’s proposal or refusal. 34 CFR § 300.505(a)(1)-(4).
4 Many LEAs use the same process for determining the needs of students under Section 504 that they use for implementing Part B.
5 Again, many LEAs and some SEAs are conserving time and resources by using the same due process procedures for resolving disputes under both laws.
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Old 04-30-12, 06:02 PM
sickofightnVA sickofightnVA is offline
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Re: Still fighting for my ADHD son's rights, researching and I found this~must read!!

Thanks for the thread. So basically nothing has changed. It's an uphill battle to get an IEP or 504, then a battle for services and then a battle to see that services are implemented. It's basically a joke. By the time you become an expert to go against the school (sad but true...against) your child is passed from grade to grade and on their way to puberty to top it off. I don't know how parents with more than one child or that actually have a job outside the home can manage this. It's a travesty that these capable children are being lost. I still can't wrap myself around it.
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Old 05-01-12, 11:31 AM
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Re: Still fighting for my ADHD son's rights, researching and I found this~must read!!

Quote:
Originally Posted by sickofightnVA View Post
Thanks for the thread. So basically nothing has changed. It's an uphill battle to get an IEP or 504, then a battle for services and then a battle to see that services are implemented. It's basically a joke. By the time you become an expert to go against the school (sad but true...against) your child is passed from grade to grade and on their way to puberty to top it off. I don't know how parents with more than one child or that actually have a job outside the home can manage this. It's a travesty that these capable children are being lost. I still can't wrap myself around it.
Might I make a suggestion.. get the media involved if you are having issues with a school district local news might do a story to assist with this as all public and some private schools receive Federal funding for these programs. I would also send letters to you local congressman and senator cc each other..
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Old 05-02-12, 09:56 AM
sickofightnVA sickofightnVA is offline
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Re: Still fighting for my ADHD son's rights, researching and I found this~must read!!

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Originally Posted by homestead4u View Post
Might I make a suggestion.. get the media involved if you are having issues with a school district local news might do a story to assist with this as all public and some private schools receive Federal funding for these programs. I would also send letters to you local congressman and senator cc each other..
Thank you for your time and suggestion. I did consider this. I had the compliance office of Department of Ed in Richmond telling me, "They can't do that" and suggesting that I file due process. I talked it over with my family and decided to pull my son out of public and place him in a private school that specializes in mild to moderate LD's. I decided this based on my experience with two different public schools (where my son had an IEP) and that I could spend all my energy and time on fighting or get my son the services he needs immediately. I don't think there would be a question of whether or not I would win the due process but then......going back to the table with the same people after another year of school lost and hammering out services was something I didn't think I could stomach. Not to mention then monitoring implementation of same. Yuk...lol. I can't tell you how many sleepless nights I had over this and before meetings. Now...for 30k my son who's only real issue (besides a mild reading disorder tested fine on Wisc but not on timed GORT) is ADD (diagnosed by Children's National Medical Center) and a slow processing speed is doing 1st grade work (he's 8 and in 2end grade) at a snail's pace. I'm not happy with that either...lol I will say one thing that I believe is probably the most important at this point. My son still has his self esteem. He's happy, productive at his own pace, and is happy to read every night. As he reminded me the other night, "Mom, I'm only in 2end grade".

I'm confused as to why this disorder with a 30 year history is not easier to manage and more definitive. I'm furious that the schools can get away with dismissing these children or worse forcing parents to medicate because they won't accomodate their differences. There's got to be a better way. I did on a positive note, join CHADD yesterday. We live right outside of DC, so I will be watching the legislation, or lack there of, closely.

Thanks again for your suggestion and time.
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Old 03-26-14, 01:53 AM
blueheroness blueheroness is offline
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Re: Still fighting for my ADHD son's rights, researching and I found this~must read!!

I'm a teacher with ADHD. I teach 3 grades and have large classes.

I arrive at school mostvdays by 7AM. The first class doesn't begin until 8:30AM. I frequently don'T leave school until 7-8PM . When I leave it is because I am tired not because I am through with my work.

I take medication. My job would be completely unmanageable without it.

While a parent might think a teacher with ADHD would automatically be understanding and accomodatiing of students with ADHD it is acutally more challenging to attempt to manage multiple levels of student differences and abilities in multiple class periods.

School administrative systems seem to automatically assume that there is no such thing as teachers who struggle with the same challenges tbeir students do. Expectations are not modified. There are no IEP's or 504's.

I take my medication because report card grades are due at the same time for every child no matter what personal challenges a teacher migbt face.

Many adults do not grow out of it and we e d up trying to do our best in the real world. Parents may not want tbeir child to have a teacher who struggles with ADHD. Put your child in a grown up body in the teacher's role to try to gain some perspective from a different point of view.

I am able to empathize with students who struggle with ADHD and but lime the student who struggles wjth it , I am expected to get my job done despite the absence of any accomodations for me. Parents don't wa tme to take extra time to grade an assignment, fo us on teaching a concept exclusively to one or two students in the room despite the other 20 students who also need to learn it in their own way, and tney don't want to hear teacners whine about how hard their job is when they don't have ADHD, much less when they do.

Last edited by namazu; 03-26-14 at 08:44 AM.. Reason: added some line breaks for easier reading
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Old 03-27-14, 01:36 PM
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Re: Still fighting for my ADHD son's rights, researching and I found this~must read!!

Quote:
Originally Posted by blueheroness View Post
I am able to empathize with students who struggle with ADHD and but lime the student who struggles wjth it , I am expected to get my job done despite the absence of any accomodations for me. Parents don't wa tme to take extra time to grade an assignment, fo us on teaching a concept exclusively to one or two students in the room despite the other 20 students who also need to learn it in their own way, and tney don't want to hear teacners whine about how hard their job is when they don't have ADHD, much less when they do.
I am a teacher, but not of that age group. I don't think I could handle that age group because of my ADHD. I commend you for your work.

Could you apply for some accommodations like an assistant to help you grade?
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