Having ADHD does not automatically qualify a child for special services under IDEA. According to the guidelines, students must have one of the qualifying disabilities. Although ADHD is not listed as a “qualifying” disability, it is listed as a condition under the “Other Health Impaired” category.
In 1999, the Department of Education issued a topic brief to clarify their position on students with ADHD. This brief explained that while some students with ADHD will qualify for accommodations, a diagnosis of ADHD would not automatically make a child eligible for services. Sometimes, students with ADHD may fit the criteria for special assistance based on co-existing conditions, such as learning disabilities. Their eligibility for that condition may allow teachers and parents to accommodate the needs of not only the other disability, but for symptoms of ADHD as well. In addition, the brief included an explanation of the term “alertness” as it pertains to ADHD: “a child’s heightened alertness to environmental stimuli that results in limited alertness with respect to the educational environment.”
Many students with ADHD, however, do not fit the stringent requirements of IDEA. In order for a student to qualify, they must need special education or related services because of the disability.
Parents must make a written request to their child’s school in order to be evaluated for services under IDEA. You should speak with your child’s teacher or guidance counselor if you feel your child needs accommodations in the classroom. There are three specific conditions that must be met before services can be put into place:
1) A student must be experiencing educational performance problems at school. These problems must be documented.
2) A child must be referred for an evaluation by the local school district. This can be requested either by the parent or a teacher.
3) An evaluation must be completed.
If the evaluation determines that your child has a disability that is adversely impacting educational performance, an Individualized Educational Program (IEP) will be developed. This is normally developed with input from the school psychologist, guidance counselor, teachers and parents. A meeting is normally set up with all of these people in attendance. The child’s unique needs relating to education, behavior and social issues will be discussed. Strategies that will help the student improve will be determined and a notice of the strategies will be provided for all teachers. If the student is to receive any specific services, these will be listed in the plan. Teachers are required to follow this plan.
