ADHD Advocate – Parents are Members of the IEP Team

ADHD Advocate – Parents are Members of the TeamParents are an integral part of the IEP team and a very important ADHD advocate. Kids with ADHD need to know that they have strengths since during the school day, they don’t always have confidence in themselves when they can’t achieve expectations like their peers. It’s not easy to understand the presence of strengths when their ADHD struggles get in their way without adequate support.

So again, you are an integral part of the IEP team and a very important ADHD advocate. I know that it many times doesn’t feel like it when you are sitting in that meeting with several professionals looking and speaking as if they run the show and know what’s best for your child. Yes, they may be able to delineate areas that can help such as research based reading programs and modifications of programs. That is all areas that demand some input from the teacher and administrators:  those who run programs and classroom curriculum. But you are the parent, the one who knows the most about your child. And those characteristics are paramount to his success.  And quite honestly, in my experience, you may have been the one who really started the ball rolling regarding the need for the IEP and team.

So how does this process start to show the team you are a part of it this year, the parent who wants to insure the development of confidence and success in your child? The following are some bullet points that may help with that process:

  • Write a letter that depicts strengths and weaknesses in your child. What he can do well and what he needs help with in the classroom as well as home. Yes, someone has to state strengths! Also, you might add what he likes to do, summer activities this year.
  • Attach this letter to the current IEP and insure that each teacher has a copy. Yes, they should be aware that your child with ADHD has an IEP but the reality is, they don’t always.
  • Be sure that ADHD accommodations and ADHD modifications are in place day 1. So, important that your child knows that the support is there for success.
  • Many times, the year begins to fall apart and the parent is not aware until the first quarter when report cards come out. Determine with the teachers the best way of communication with home whether it be emails, phone calls, or notes home. Sometimes when there are multiple teachers, it can be helpful if one teacher or the case manager reports weekly.
  • Sometimes IEP’s have an enormous amount of goals that really can’t be adequately followed by you or the staff. Start to think about 3 goals that you believe to be priority and need consistent monitoring and maybe tweaking throughout the year.
  • Be present with your child when he/she needs to talk about fears, concerns about the first day of school. Both of you certainly have legitimate areas of worry.

You are a part of this very important team and a very important ADHD advocate, that is in place to insure the success of the IEP that allows goal achievement and your child’s healthy self-esteem.

To understand more about what ADHD advocacy is, and how it can dramatically help your child, please contact me directly for a free consultancy session. On our call, you will have the opportunity to share the challenges that your child is facing, and get instant feedback on critical next steps to help both you and your child. You can contact me directly by clicking here!

ADHD Advocate - Karen LowryA little about the author and founder of ADD Advocate, Karen Lowry: I am a certified ADHD Coach. ADHD advocacy is my passion. There are so many school support challenges facing our children, that knowing your rights as a parent have never been more crucial. Effective ADHD coaching depends on effective advocacy for our kids. Remember, if you should ever have any questions about anything regarding school support, or just understanding about ADHD, IEP programs, 504 plans, etc….



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