School Meetings and the Gray Area Affecting ADHD in the Classroom

School Meetings and the Gray Area Affecting ADHD in the ClassroomSchool meetings for ADHD in the Classroom and learning disabilities; whether they are IEP meetings, eligibility meetings, or mediation, can be emotional for families. They are there to advocate for their child with disabilities like learning differences and ADHD in the classroom. The school’s position many times is to support the child’s needs. But other times, the school administrators are determined to deny support like 504’s or IEP’s. I had previously mentioned the “gray area” in my article: How to Educate a Child with ADHD.

This is demonstrated when the law does not specify certain details so the district subjectively makes up the rule that would be effective. For instance, one district says that if placement includes inclusion and one resource room placement, this would be called “double dipping” and cannot be done. I challenge them to show me where that is specified in the IDEA 2004, special-ed law. Another example of “gray area” is when the district blatantly goes against best practice and offers support that would not allow achievement of goals.

I found a great example of this during an IEP eligibility meeting. The child was granted an IEP but placement is not the least restrictive environment. In addition, this child is at least two years behind in reading, even by the district’s admission. Yet, they will only offer two days of Wilson per week for remediation. Here is where it is important to realize that emotion will not change their stance. But what will make key changes is to support the request with documented evidence by professionals in the area who stipulate a certain program weekly for success. In this case as we go to mediation, we will be armed with information directly from the Wilson program via Learning Ally that states best practice regarding length of sessions and frequency. Now we have erased this gray area and the determination of the district to fabricate what is right based on THEIR needs, which most of the time relates to cost. This can’t come into play when we are talking about FAPE, Free and Appropriate Public Education.

Remember, “gray areas” can be deleted and should be when possible in order to achieve needed support for school struggles. Along with special education accommodations comes the importance of best practices in remediation.

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