Identifying ADD

If you believe your child shows signs of Attention Deficit Disorder - short attention span, impulsive behavior, and hyperactivity - there are several steps you can take. Since most children occasionally show some of these signs, ask yourself if the behavior you are concerned about is persistent and if your child consistently exhibits such behavior in most settings.

If so, you should first consult with others who know the child well, such as relatives and family friends. Talk to them about the ADD behaviors and have them indicate the ones they see your child regularly exhibit. You also may want to keep notes on your child's behavior.

Next, speak to your child's teachers, as many behaviors characteristic of ADD are most visible in the classroom. Your child's teachers may want to compete a checklist on ADD signs, or use their own experience with other children with ADD to help you reach some conclusions of your own. In many cases, teachers may be the first to suspect a child has ADD and notify the parent(s). Keep in mind that some children show behaviors similar to children with ADD when they have learning problems stemming from other causes.

In addition, you should consult with a physician or other health car provider. A doctor will know the medical signs of ADD and can recommend local sources of information or a psychologist for your child to see. The physician should give your child a general medical exam and perhaps recommend a neurological evaluation, if he believes it necessary.

Your Child with ADD in School

There are two primary Federal laws applying to the education of children with ADD, the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act of 1973. These laws are discussed in "Attention Deficit Disorder: Adding Up The Facts," which is also in this information kit.

If you believe that your child has a disability whether resulting from ADD or any other impairment, and the school district believes that your child may need special education or related services, the school district must evaluate your child. If the school district does not evaluate a child, it must notify the parents of their due process rights. According to federal law, a school is responsible for providing an educational diagnosis of a child. To determine a child's level of disability and best treatment, a multi-disciplinary team is formed that includes teachers, parents, and someone with training in child psychopathology (usually the school psychologist or school social worker).

At the meeting with these professionals, you should have your notes on your child's behaviors with you; and you also should bring report cards and any comments about your child made by teachers. Later, you may have the opportunity to fill out a standardized rating scale that compares your child's behaviors to those of children already diagnosed with ADD. Ideally, the team should follow a two-tiered approach to first determine the presence of ADD symptoms and then to determine its adverse effect on academic performance.

Once your child is evaluated and determined to have ADD, the school and the teacher may design modifications in your child's classroom and schoolwork based on his or her needs and abilities. The school may provide assistance and training in study skills, classroom management, and organization. A student should have access to a continuum of services, from pull-out programs that give the student individualized attention in a resource room related aids and services provided in the classroom. Teachers have found that in order to help children with ADD they frequently need to make modifications in the lesson, its presentation, and its organization as well as specialized behavioral management.

Parents and teachers should work together and communicate frequently with one another to form a complete picture of a child and to note changes in his or her behavior. If your child is taking medication, you should request notes on his or her progress and notify the school of any changes in medication. Since children with ADD have difficulty in obeying two different sets of rules, parents and teachers should agree on the same rules and the same management system. If your child's teachers do not have much knowledge about ADD, you should meet with them, explain your child's problems, and give them copies of this information sheet and other sources of information on ADD.

Medication: Pros and Cons

Medication of children with ADD remains controversial. Medication is not a cure and should not be used as the only treatment strategy for ADD. While doctors, psychiatrists, and other health care professionals should be consulted for advice, ultimately you must make the final decision about whether or not to medicate your child.

The short-term benefits of medication include a decrease in impulsive behavior, in hyperactivity, in aggressive behavior, and in inappropriate social interaction; and an increase in concentration, in academic productivity, and in effort directed toward a goal.

However, studies show that the long-term benefits of medication on social adjustment, thinking skills, and academic achievement are very limited. If you do choose to use medication, you should observe your child for possible side effects. Some children loose weight, lose their appetite, or have problems falling asleep. Less common side effects include slowed growth, a tic disorder, and problems with thinking or with thinking or with social interaction. These effects usually can be eliminated by reducing the dosage or changing to a different medication.

Strategies for the Home

Children with ADD can learn to control some aspects of their behavior and to succeed in school and at home. When parents establish and enforce a few rules and maintain a system of rewards, children incorporate such rules into their daily routine. Remember that every child, with or without ADD, has individual strengths, and weaknesses. Once you identify your child's strengths, you can use them to build your child's self-esteem and help to provide the confidence your child needs to tackle whatever he or she finds difficult.

Discipline can best be maintained by establishing a few consistent rules with immediate consequences whenever each rule is broken. Rules should be phrased positively in terms of what your child should do. Praise your child and reward him or her for good behavior.

Children with ADD respond well to a structured system of rewards for good behavior. This system encourages the child to work in order to earn privileges or rewards he or she wants by accumulating points for desired behaviors and removing points for undesirable behaviors. You can make charts or use tokens or stickers to show your child the consequences of good behavior. You should only work on a few behaviors at one time and add additional behaviors as others are learned.

Make a written agreement (a contract) with your child in which the child agrees to do his or her homework every night or to demonstrate other desired behavior in return for a privilege he or she selects, such as the right to watch a certain television show. If your child does not fulfill the contract, remove the promised privilege.

Another effective strategy is to provide a specified time-out location for your child to go when he or she is out of control. This should not be seen as a place of punishment, but as a place the child uses to calm down. Younger children may need to be told to go to the time-out location, but older children should learn to sense when they need to calm down and go on their own.

Set up a study area away from distractions and establish a specific time each day for the child to do homework. Do not allow your child to do homework near the television set or the radio.

Devise a calendar of long-term assignments and other tasks. Keep this on the refrigerator door, or other visible place, where it can remind your child of what he or she needs to do.

Have the teacher make a checklist of homework to be completed and items to be brought to school the next day. Before your child goes to bed, check the list to make sure everything has been completed.
In general, punishing the child is not as effective as using praise and rewards. Rather than focusing on weaknesses, you should assist your child in developing personal strengths.

Avoid emotional reactions such as anger, sarcasm, and ridicule. Remember your child has problems with control, and it only makes him or her feel worse to be told a task is easy or anyone can do it. However, short, mild reprimands can remind children to focus their attention.

Preparation for Adulthood

Children with ADD may require additional help in managing the transition to independent adulthood. They may need help learning how to structure their time and how to prioritize what they have to do. As children grow older, you can give them more responsibility so they can learn from their own decisions.

The hard work of children with ADD, their parents, and their teachers helps them develop their abilities and prepares them for success in their adult lives. With assistance, children with ADD can develop strategies that allow them to work around their ADD and the problems it causes.

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I am Judy Bonnell, and I'm your host for this site. Perhaps you're curious about how I came to my passion for helping children with ADHD and for my advocacy work in general.

My husband and I are the parents of seven children, his, mine, and ours. We've been parenting for almost forty years, yet our youngest is only nineteen. Practically speaking, we have raised two families, seventeen years apart, and have seen many changes educationally and culturally during those years. Both families include children with ADHD, as well as other disabilities.

My First Family

The first family includes a child who was extremely hyperactive. She was one of the 10% of babies who today would be labeled "difficult". That was putting it mildly! Family members took 4-hour shifts around the clock for months with her.

At four years of age, the hyperactivity diminished and she become physically hypoactive, although she says today that her mind is always in a hyperactive state. In those days, we didn't know she had a disability, as the term ADHD didn't exist. We only knew she was dreamy, unorganized, and forgetful.

My daughter struggled with what today are known as poor executive functions. Fortunately, she did not seem to have any serious learning disabilities. A gifted child, she muddled through public school without extra supports. She hit her stride in college, became a member of the National Honor Society, and made straight A's. As often happens, she found the college environment much more ADHD friendly, with less busy work, repetition, and fewer distractions. She went on to be very successful in her chosen career. She is a sweet darling, and I admire her tremendously for overcoming those obstacles presented her by an undiagnosed disability.

My Second Family

Our second family consists of one son, who not only struggled with ADHD, but who also has several learning disabilities and is gifted. By the time he was in school, the Individuals with Disabilities Education Act was on the books.

However, we quickly discovered that the "law" wasn't the same as reality. There was a widespread lack of knowledge about the requirements of the law, both among parents and school personnel. The issues became even more complicated because we were dealing with a disability that was also misunderstood and sometimes flatly denied.

At that time, it was actually a hindrance for our son to be gifted as well as have ADHD and learning disabilities. The general attitude was, "He's smart. He just isn't motivated. He just doesn't pay attention." I was particularly alarmed when the responsibility to learn seemed to fall entirely upon his shoulders. Consequently, we'd spend hours each night trying to teach him what he didn't learn during the day, before we even started on the homework.

When he was in 6th grade, he fell so far behind that we decided to home-school him. Suddenly, his attitude changed. He gained some self-confidence and progressed academically by leaps-and-bounds. He was rapidly reaching the teen years though and we wanted to integrate him back into the mainstream community. Finally a situation arose that proved to be the last straw.

Learning the Ropes of Advocacy

In desperation, I called our State Department of Education which connected me to our local Parent Training and Information Center (PTI). PTI's are all over the country and are funded by the U.S. Department of Education for the purpose of educating parents about the law, their rights, and how to be a successful, active participant in their child's education. They also act as a resource when parents need information on disabilities, as well as perform other services.

I was put in touch with another parent who was an advocate. That day changed our lives. I learned how to advocate for what our son needed. I learned that schools are responsible for identifying children with disabilities, evaluating their needs, and providing the services necessary for that child to make progress. I also learned that in special education law, the whole child must be considered, emotionally and physically, as well as academically.

We enrolled him in high school for his freshman year. He was able to access the services he so desperately needed and made progress both academically and socially. He graduated with honors, holding his head high as he walked across the stage to receive his diploma. Our district made great strides in learning to look at teaching in a flexible, creative way, and I believe everyone grew in the process. I give them credit for continuing this growth process after our son graduated.

Helping Others

During this journey, I decided I would keep on growing in my advocacy role and I reached out to other parents in the same way I had been helped. I didn't want parents wasting years trying to figure out how to help their child. I had a good store of information to pass on and continued to gain information on disabilities and the law.

Despite my involvement in this work, I am a business person and I own and operate a year round franchised campground. During the years, I have managed to obtain some higher education, and once we "retire," I hope to again pursue a degree. Meantime, running a business has been quite an education in itself. My primary hobbies are antiques, classical music, history, piano and organ, and tole painting.

Not only on a one-on-one basis in our state, but across the internet, I find parents with similar plights and needs. By sharing our successes, frustrations, and strategies, I believe we can become a powerful influence in how our children are served. We can also insist that our children be taught the way they learn.

My favorite motto is: "If a child cannot learn the way we teach him, we had better teach him the way he learns."

Contents:

• The Parent Advocate - Advocating for Your ADHD Child
• My Journey into ADHD Advocacy
• Students with Handwriting Problems or Dysgraphia
• ADHD Children and Poor Executive Functions
• Attention Deficit Disorder: What Parents Should Know
• Building on a Child's Strengths
• Characteristics of ADD
• Sample Letter of Understanding Description
• Sample Letter of Understanding
• Does My Child Have an Emotional or Behavioral Disorder
• Dysgraphia: A Common Twin of ADHD
• Dyslexia: What is It?
• Famous Hunters
• Great Characteristics of Children with ADHD
• The Hunters and the Farmers
• Myth and ADHD Related Behaviors
• Our Children Often Learn Differently
• The Parent Advocate - Advocating for Your ADHD Child
• Resource Links
• Section 504
• Special Education Law Informed Consent and Signing
• Two Powerful Documents to Take to the IEP
• Different Types of Educational Assessment Tests
• Understanding the WISC Test and Its impact in the Classroom
• What are Parent Training and Information Centers?
• What Is A Positive Behavior Plan?
• When the Partnership Breaks Down
• Where Do I Start?
• Writing an Individualized Education Plan The Logical Steps
• ADHD and Dyslexia
• The Importance of Advocating for Your ADHD Child At Risk in School
• Functional Behavior Assessment for Children with ADHD
• Obtaining a Copy of Your Child's Records
• Positive Qualities of ADD
• Resource Room - Tips for a Working Model
• Different Types of Educational Assessment Tests
• Write a Portrait of Your Child: Preparing for the IEP Meeting

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Our children often require innovative teaching strategies and great energy on the part of teachers. Too often, teachers receive attention only when things are going wrong. It's imperative that parents recognize the importance of positive communication when things are going really well for their child. Teachers need those pats on the back just as much as a child does. Teachers are absolutely thrilled to receive an attractive handwritten note of genuine thanks and recognition.

Our son had a teacher who received such a heartfelt note and she told him that in 23 years of teaching, she had not received such a note. She was going to put in in her "special treasures box". We also made sure such teachers were recognized in writing in front of peers and administrators. It's wonderful to see such efforts recognized by parents and a professional's peers.

In other instances, letters of understanding are excellent tools to document conversations and to clarify positions. When people communicate, sometimes there are misunderstandings regarding what took place and future expectations. School administrators, special ed personnel, teachers and parents can misunderstand exactly what is asked of them or what the expectations are.

A letter of understanding is a very useful clarification tool and becomes especially important when verbal communication doesn't seem to be working.

What this letter accomplishes:

• Allows for true misunderstandings to be resolved quickly.

• Keeps a reasonable timeline, or if necessary, a deadline to resolve misunderstandings.

• Allows for clarification of the issues as you see them.

• Invites clarification of issues from the other person's standpoint.

• Can keep the issues focused, not generalized.

• Shows you are keeping the lines of communication open for all participants.

• Gives you an excellent documentation record for your file.

• Calls for accountability of verbal conversations in person or on the phone.

• Lays out the problems as you see them and places on record the date of your concern.

• Provides an excellent record laying the basis for more formal complaints if you should need to go on to the State Department of Education, Office of Civil Rights, or U.S. Department of Education.

• Demonstrates that you have tried to resolve issues at the local level, and with whom you spoke.

The letters should always polite and as brief as possible. Individually number your specific concerns and repeat any important conversations you had with another party or comments you heard another party make. This provides the other party with an opportunity to correct your understanding.

How friendly the letter should be depends on the circumstances. If this is a new situation I would be very polite and invitational in discussing issues. If it's a long standing issue, you may have to be more firm.

I would include a date by which you request a response. (Your child does not have more months or years to waste.) This type of letter calls for answers, with a built-in timeline. It should not include irate words that bruise people's egos. An irate person is a person out-of-control. This approach is counterproductive in the long run. If you feel a lot of anger, I recommend a draft letter, let it sit 48 hours, then tear it up and start from scratch.

Remember, the purpose of your letter is to accomplish what's best for your child. With this approach, anyone can come on board and do what's needed, without feeling they're in a win/lose situation. We want everyone to be winners, especially your child.

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Date

Dear ______________

I appreciated your taking the time to visit with me on (date). I am still confused on a few issues and would appreciate your clarifying any points I might have misunderstood. My goal is to see great communication and networking in addressing the needs of my son/daughter, (your child's name). The following is my understanding of our phone conversation:

1. You believe it isn't possible for my child to change teachers because if she does, others will want to do the same thing.

2. That even though my child is eleven years old and struggles to read her sister's second grade books, her reading comprehension tests show she is on grade level. I am really puzzled by this statement and wonder which is incorrect, the sister's second grade school books are not second grade books, or (your child's name) testing perhaps was not in-depth enough to truly give us an accurate picture of my daughter's true performance.

3. That although other children laugh at her and isolate her socially, we cannot institute a mentorship or give her a designated school job because then everyone would want the same thing. I am puzzled and would like to know how the children all have the same thing when my daughter is illiterate and her peers are not.

4. That it's appropriate for my child to spend three hours on homework each night because she needs to "learn responsibility". I would truly like the district's definition of the word "responsibility"? Perhaps this is an area causing some of the confusion.

5. That while my child has Attention Deficit Disorder, her real problem is that "she doesn't pay enough attention". I am really puzzled here. I understood that the diagnosis in itself meant an "inability or inconsistency in attention".

If this is not your understanding of our conversation, I would appreciate it if you would clarify your position on these points. I truly want to work in a positive way and in a team spirit, and I hope that is still possible.

Please let me hear from you soon, say in two weeks, if I have misunderstood you. Again, thank you for the phone call and, as members of the IEP team, we look forward to working with you on "Joanie's" behalf.

We can be reached at (phone) and our address is

___________________

Sincerely,

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If you are to keep thorough records, it's critical that you have copies of all of your child's records. This includes informal notes between teachers, as well as formal records. The only record you can't necessarily access is, say, a note a teacher wrote to herself and has never shown anyone else.

Most districts are very cooperative with parents in letting them review their child's file. You're also entitled to a copy of the files. Some parent-friendly districts will do this for free, while others may charge a fee. They can do this as long as the charge is nominal and the cost isn't a financial burden to the family.

If, for some reason, your district has a real problem with your examining the files, you might take the sample letter below and individualize it to your circumstances. Be aware that a district can have a number of files on your child, not just the special education file.

There can be informal inhouse correspondence, letters, the cumulative file kept at school on each child, and a very important file that isn't usually brought out unless you pull teeth, and that's any "disciplinary file". This is a very important file as it can contain very one-sided information and incidences that the parent was never made aware of. You need that file if you want to write safeguards into a 504 plan or an IEP for your child with ADHD.

Sample Letter

Dear (Superintendent, Spec. Ed Director, etc.)

I find that I may have a gap in my education records for my son Johnny Read, an 8th grade student at Alberson Junior High. I understand that it is my right, under FERPA, to examine any and all records that are personally identifiable regarding my son. This includes any medical records, special ed records, formal or informal correspondence, evaluations, teacher notes, etc. I understand that I will not access a note if only the teacher writing it has seen it.

I am respectfully requesting that these records be brought together in one place for my review. I would also like the district to provide a copy. In this way we can all access the same information and make a more meaningful team when we meet to discuss Johnnie's education.

I also ask that someone present at the review certify that the records present do indeed represent all records held regarding Johnny. That should not be a problem as I understand that the district may have someone present while I review the papers.

I appreciate your cooperation and look forward to hearing from you so we can set a time and place that is convenient to both of us to review these records.

Mrs. XXX will be accompanying me in order to help me log the individual records as we review them.

Sincerely,

Your Name

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As with any other legal document, when you sign school district papers your signature is very important. There are three times that your signature is required during the IEP (Individualized Education Plan) process. When your child is first evaluated you must give your informed consent. When your child is reevaluated you must give your informed consent. You must also give your consent before the initial provision of special education and related services.

What districts do not tell parents:

Parents are often under the impression that if they do not like an IEP all they have to do is not sign it and it will not take effect. This is erroneous. Schools are required by law to provide FAPE, (a free, appropriate education). When a special needs child is covered by special education law (IDEA), districts are required to have a legal IEP for that child at all times. If a parent attends a meeting and simply walks out and does not sign an IEP, schools are required by law to provide FAPE, thus the new IEP goes into effect. Not signing an IEP does not invalidate that IEP as many parents think.

If you disagree with the proposed IEP, the district can require you to go to due process and prove that they are not providing FAPE. In that instance, the old IEP stays in effect, IF you told the district you disagreed with the new IEP. However, in the interest of resolving things speedily, (and cheaply for the district), usually they are willing to try to iron out the differences with the parents.

You do not have to sign the IEP at a meeting. You can request a copy to take home, to review its content, and to think about it. But, if you disagree with your child's IEP, you have an obligation to let the district know that you disagree and with what part of the IEP you disagree. Always do this by writing a Dissenting Opinion. Ask that it be attached to the IEP. Best practice in our state recommends giving the parents 10 days to consider their decision. Otherwise, schools are obligated to go ahead with the new IEP under their IDEA requirements.

If you want to know the requirements in your particular state on any deadline for disagreeing with an IEP, I recommend you contact your State Department of Education for their regulations and best practice guidelines. Federal regulations for IDEA are quoted below. I urge parents to carefully review when their informed consent is required and, just as importantly, when it is not. While it may seem cut and dried, it is critically important information.

Section 300.505 Parental consent.

(a) General.

(1) Subject to paragraphs (a)(3),(b) and (c) of this section, informed parent consent must be obtained before__

(i) Conducting an initial evaluation or reevaluation: and

(ii) Initial provision of special education and related services to a child with a disability.

(2) Consent for initial evaluation may not be construed as consent for initial placement described in paragraph (a) (1) (ii) of this section.

(3) Parental consent is not required before--

(i) Reviewing existing data as part of an evaluation or a reevaluation: or

(ii) Administering a test or other evaluation that is administered to all children unless, before administration of that test or evaluation, consent is required of parents of all children.

(b) Refusal. If the parents of a child with a disability refuse consent for initial evaluation or a reevaluation, the agency may continue to pursue those evaluations by using the due process procedures under Sec. 300.507-300.509, or the mediation procedures under Sec. 300.506 if appropriate, except to the extent inconsistent with State law relating to parental consent.

(c) Failure to respond to request for reevaluation.
(1)Informed parental consent need not be obtained for reevaluation if the public agency can demonstrate that it has taken reasonable measures to obtain that consent, and the child's parent has failed to respond.

(2) To meet the reasonable measures requirement in paragraph (c) (1) of this section, the public agency must use procedures consistent with those in Sec.300.345(d)

My brief summation here of 300.345(d): Districts are required to make every effort to involve parents participation. Many parents do not know that meetings are also supposed to be arranged at a time and place that is convenient for them as well as the district! Districts must give notice of any meeting, why it is being held, when and where, and who will be attending. If parents cannot attend ,the school are supposed to use other methods of involvement such as telephone conference calls or individual calls. They must also keep detailed records of attempts to involve the parents. If they cannot get parent involvement they can go ahead and have an IEP meeting, as it is their requirement to provide FAPE, parent or no parent.

(D) Additional State consent requirements. In addition to the parental consent requirements described in paragraph (a) of this section, a State may require parental consent for other services and activities under this part if it ensures that each public agency in the State establishes and implements effective procedures to ensure that a parent's refusal to consent does not result in a failure to provide the child with FAPE.

Parents should breath a sigh of relief that at long last, with the new law, districts must make every effort to involve parents in all decision making regarding their child's education, and they must document that effort meticulously under IDEA requirements.

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My name is Judy Bonnell. I want to share my knowledge and my experiences built up from over 40 years of parenting and advocating for my ADHD (Attention Deficit Hyperactivity Disorder) children. Hopefully, what I have to present here will provide you with some tools to help your children's dreams come true.

I know it's not an easy job, but by supporting each other, we can get through it successfully. And, if you need some info or support, look for support right here at HealthyPlace.com anytime. I'll do what I can to help.

I suggest that you first become familiar with everything we have to offer. Are you ready for the journey to advocacy? Good! Then please come on inside.

• My Journey into ADHD Advocacy
• Students with Handwriting Problems or Dysgraphia
• ADHD Children and Poor Executive Functions
• Attention Deficit Disorder: What Parents Should Know
• Building on a Child's Strengths
• Characteristics of ADD
• Sample Letter of Understanding Description
• Sample Letter of Understanding
• Does My Child Have an Emotional or Behavioral Disorder
• Dysgraphia: A Common Twin of ADHD
• Dyslexia: What is It?
• Famous Hunters
• Great Characteristics of Children with ADHD
• The Hunters and the Farmers
• Myth and ADHD Related Behaviors
• Our Children Often Learn Differently
• Resource Links
• Section 504
• Special Education Law Informed Consent and Signing
• Two Powerful Documents to Take to the IEP
• Different Types of Educational Assessment Tests
• Understanding the WISC Test and Its impact in the Classroom
• What are Parent Training and Information Centers?
• What Is A Positive Behavior Plan?
• When the Partnership Breaks Down
• Where Do I Start?
• Writing an Individualized Education Plan The Logical Steps
• ADHD and Dyslexia
• The Importance of Advocating for Your ADHD Child At Risk in School
• Functional Behavior Assessment for Children with ADHD
• Obtaining a Copy of Your Child's Records
• Positive Qualities of ADD
• Resource Room - Tips for a Working Model
• Different Types of Educational Assessment Tests
• Write a Portrait of Your Child: Preparing for the IEP Meeting

next: My Journey into ADHD Advocacy
~ back to Parent Advocate homepage
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~ all add/adhd articles

The Individualized Education Plan (IEP) is a document that must be written in a careful, thoughtful, rational manner. The Individuals with Disabilities Act, or IDEA, is the law that oversees how an IEP is written. Often the team sits down and very quickly is talking about possible placements for a child. This is like deciding who won the race before it was run. I think of the process this way.

The first thing that should happen is to draw a starting line that is measurable and visible to everyone. That is where the planning for a child should begin. I call the "Present Levels of Performance," the Starting Line of our race. Then, the next thing a runner must know is where the finish line is. That, too, should be a measurable distance and visible to everyone. This line represent the child's annual goal. In between the starting line and the finish line let's place some hurdles. At each hurdle is a tool that will help the runner towards the finish line. These hurdles will represent our Short Term Goals and Objectives.

Perhaps after negotiating the first objective, a wide span of soft sand, the runner picks up an oar to help him row to the other side of the lake in the boat that will be sitting on the shoreline. After he negotiates the lake, which is the second objective, he picks up a bike to help him reach the top of the steep hill ahead, which is our third objective. These tools have enabled him to finish the last lap of the race to the finish line, which in special education would be the annual goal. Let's look more closely at these steps.

Writing the IEP in an orderly fashion

Special education law is very specific in how to go about writing an IEP. There are a number of logical steps that must be taken in the proper sequence. A team can not discuss placement until those steps have been followed. Yet all too often speculation placement is one of the first things discussed. We will not go into great detail about every little thing to be included in the IEP. Rather, we will look at major steps that should take place and the order in which those steps should take place.

Reviewing recent evaluations

The team should look at the last 3 year evaluation and any other recent evaluations. This is something your district may not be used to doing. Now, with the new special ed law, the team is supposed to review the needs in the evaluations. The team should also review the recommendations that every evaluation is required to have. If the team skips this step it is not unlike getting a thorough physical from your doctor, yet he never sees the results of laboratory tests or any other testing. IDEA now recognizes the importance of referring to relevant evaluations at IEP meetings.

Present Levels of Performance

Every IEP must include a statement of the Present Levels of Performance. This step should happen after reviewing evaluation information. The team should review how your child is performing in the areas where he receives special ed services. Every area should be meticulously addressed in MEASURABLE terms. For example, you should know whether he is performing eighteen out of twenty multiplication problems with three digit numbers and two digit multipliers. The PLEP should also state what objective testing instruments were used. Terms such as "on third grade level," or "most of the time," or "almost never" are examples of terms that do not belong in Present Levels of Performance. "Teacher observation" is also not objective. It can be one measuring instrument but should never be the only measuring instrument.

If your child has a reading goal, the present levels of performance should be detailed as to the level of accuracy in a number of different areas of reading. Placing a child on a simple grade level overall in reading is not sufficient detail to address all the areas of reading. Perhaps he is excellent when reading aloud, but his comprehension when reading to himself is practically nil. Perhaps he can verbally explain the main idea in a passage, but cannot recall the storyline when giving a written description. There are so many areas and we must depend on our teachers and diagnosticians to have the expertise to write accurate PLEPs. Sometimes we must insist on districts providing teachers continuing education in a particular area in order to accurately assess and successfully teach a child in his or her areas of disability.

After the team agrees on where your child is in each area of need they should move on to where he should be a year from now. Let's move on to annual goals.

Annual Goals

After the team agrees on where your son is they should move on to where he should be a year from now. Parents should be vigilant about the team trying to set too low an expectation of your child's educational performance. Children can often do much more if they think we believe they can do it. It should not be too hard for example to expect 1 1/2 years progress in reading if a child is 4 years behind in reading. If we expect only say 3 months progress in a year's time that is not progress. It means the child in reality slips 6 months more behind his peers. With true measurements of his present levels of performance and a measurable goal written the team moves on to Short Term Objectives. The year needs to be broken down into stepping stones. Your son will need to understand basic phonics before he can move on to blends, which will lead to two syllable words. (A rough example). Each objective must also state what objective instruments, or tests, will be used when measuring progress. It must also include the target date for attaining that particular objective. Remember our race at the beginning of this article? Everything must be measurable.

Other supports and services

Then the team needs to look at what supports your child will need to attain that goal. Will he need extra time with a resource person? Will he need assistance from a computer to complete written assignments? Will he need speech therapy to express himself more fully? (Just examples). Also in the new law is a requirement that the IEP include a list of the supports the teacher will need to be successful with your son. Does she have a basic understanding of the disabilities? Will he or she need to attend a special workshop on your child's disability? Will he or she need special training in multi-sensory teaching techniques? Will an administrator be in regular contact, say once a week to see if other supports or equipment is needed, and to check on your child's progress?

Prior Written Notice

Placement should NEVER be discussed until these steps have been taken. Placement should NEVER be something that is of convenience for the district rather than designed to meet the unique needs of your child. It is good to remember that special education is NEVER a place. It is always a service.

At the end of the meeting the district writes the Prior Written Notice. Included should be a list of all the recommendations that were presented by all team members. Then the district is required to state whether each recommendation was accepted by the team, rejected, and also state why each suggestion was accepted or rejected. This is required under Prior Written Notice, although to my knowledge, districts are just learning about this requirement. I have seen an administrator do it this way and it was wonderful. Everyone had a real record of what ideas had been accepted or discarded and why. I would encourage you to read the article at this site on Prior Written Notice. It can be a very powerful tool for parents if you ask your district to meet this requirement of IDEA.

This article is a very basic outline of the steps that should take place when writing an IEP. Of course, other information is included in an IEP such as medications, transportation, therapies, etc. But I wanted to show you an uncluttered outline IDEA's expectations during the IEP process.

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To be an effective advocate for your child you must learn how to be on an equal footing in IEP meetings. You must be able to articulate your concerns and thoughts, which means careful preparation. Such preparation, while time consuming, will pay off handsomely. Preparation will give you a head start on getting your concerns and recommendations documented and considered by the other IEP team members.

The written record of the meeting is what counts if there is ever a dispute about what was said or what happened during an IEP meeting. While the district takes the official minutes, you as the parent are entitled to have your input included in the record. The best way to ensure your concerns and recommendations are in the record is to take them to the meeting in writing. You can then ask to read them out loud and request they be included with the minutes as part of your parent input to the meeting. The following strategies can assist you in accomplishing this task.

Both the U.S. Department of Education and a State Department of Education have told me of a new way to write a present level of performance that describes the whole child, his strengths, weaknesses, and needs. Rather than one PLOP here and one there, this new approach can offer a total picture of the whole child. Parents can adopt this technique, thus helping the team see their child in a new way.

Through experimentation, trial and error, I refined this idea and developed the "Portrait" as a way for parents to present crucial information to the IEP in a concise, thoughtful manner. Only we "write" the portrait, rather than "paint" the portrait. By writing a "portrait", you can see that no strengths, weaknesses, or needs, as you know them, are overlooked by the team. While the team will write the official present levels of performance, such input from a parent is very powerful. IDEA recognizes that parents have unique knowledge of their child, knowledge that is crucial to successful planning of placement and services.

It has been gratifying to have positive feedback from administrators on parents using this approach to present parent input for an IEP meeting. They have expressed their appreciation to parents for presenting such a concise, informative document that spells out their concerns and unique insight on their child.

Writing "A Portrait"

Writing what amounts to a portrait of your child is a powerful tool for parents to use. Such a document can help keep the team directed towards your child's strengths, weaknesses, and educational needs. It is important to get your child front and center quickly at an IEP meeting. By reading your "Portrait" at the very beginning of the meeting you will immediately see the focus shift to its appropriate place, the needs of your child.

Benefits for both parents and the district

Such parent documentation can help keep districts in compliance with the law, since all information, including parent input, is to be carefully considered. Since parents are equal participants, a written record of parent input can clarify issues and concerns, and reduce the level of confusion sometimes present at a meeting. Parents can request that this document becomes part of their official parent input to the meeting by making that request in writing at the end of their "Portrait". Districts have been very cooperative in this effort to see that parent input is treated as equal in importance to district minutes.

As a parent, I know how very difficult it can be to tie down your parental concerns to specifics. But as you go through this exercise you may find your vision of your child and his or her needs come into sharper focus. You may be surprised at how much you learn about your child as you create your portrait. You will be better prepared at the meeting to ask those all important questions regarding how your child's needs will be met. Your knowledge of his or her strengths, weaknesses, likes, dislikes, fears, and dreams is unique and very necessary to the total picture of the child.

Step One: Document all of your child's needs in writing

Since the team is required to address all of the child's needs, it is necessary to assemble all of the pertinent information you have, including the last multi disciplinary evaluation, any medical or therapist's evaluations, information from good articles or books that pertain to your child's disability and possible needs, and your own invaluable knowledge of the needs. As you thumb through all this information, pick out all the needs you think are pertinent at this time. Write down each one as you find it. Since this is detailed work, it is best to do this exercise before you write your portrait. Think of it as assembling the essential materials before you start painting. If you try to skip this step, you may get bogged down in the details and "not see the forest for the trees" when it is time to complete the portrait.

Step Two: Paint the background

Think of the background of your portrait as would an artist. You want to show the overall colors that will set the scene for the details. For your portrait, you will write a description of your child, his personality and nature, how the disability impacts education and/or social skills, and describe any fears or frustrations. Weave into the background just a few education specifics at this time.

You will likely find it very difficult to accomplish the next step, which is to cut it down to no more than one third of a page! The shorter you make it the greater the impact will be on the team. They are more likely to pay attention. Now you will have to slash and burn, but it will be with purpose. You must choose only the most important facts.

Step Three: Insert your list of needs

This is your opportunity to see that the team considers each and every need documented in all your reports, evaluations, research, and personal observations. This is where you go into great detail. Do not worry about the length of the list. Do not worry about whether everyone will pay attention throughout your reading of this portion. The important thing is to get it into the written record of the meeting for consideration. Number each need. By numbering each need, each team member, including you, can track which needs have been addressed and which ones have not been addressed. You have a quick reference tool, in writing.

Parents often find reading articles and books on the relevant disability or disabilities helpful when assembling this list of needs. Such a book or article can put into words what we as parents often know but have difficulty putting into words. After all, we are not professionals. As you read, pick out those things that make you think "That's Johnny!" and "Yep, that is him!" or "It is like they wrote the book about Johnny!" Of course not everything will apply, as no two children are alike. Parents must be very careful to select only those characteristics that really describe their child. This exercise can help add the appropriate details onto your portrait canvas.

Step Four: Summing it up

It is important to end the portrait on a positive note. This is a great place to write a brief description of your child's dreams for the future, what he or she wants to become, whether the child wants to go to college, live independently, etc. Include your dream for your child as well.

Again, keep this paragraph very brief if you want to keep the team's attention. Often parents want to include a statement that they want to see their child become a successful adult with a career and able to live independently.

Points to remember

• Be sure to take enough copies for everyone on the team to have their own copy.

• Keep yourself on task by reading the entire Portrait uninterrupted.

• Write on the document that you wish the Portrait to become part of the written record, as it is part of your parent input to the meeting.

• Do not list any recommendations in this document. The portrait is simply your assessment of present levels of performance.

• Write a second document of Recommendations for Team Consideration and present it when the team reaches the point of considering what services and placement are needed. (Trying to mix the two into one document dilutes the effectiveness of both.)

• Remember to take plenty of copies so each person can follow along and digest the information as you read it out loud.

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Not too long ago, the typical traits of a person with ADHD were actually advantageous. People relied often on specific skills needed to bring home meat for the nourishment of the family. These skills are still valued today in hunter gatherer societies around the world. Fleetness of foot and strong on sprinting (though short on marathon running), ability to change course instantly, ability to make snap decisions, creativity in plotting the path of capture, ingenuity in devising traps, the ability to monitor the whole situation with global thinking skills, all contribute to a successful hunt. Successful hunters also have an extraordinary ability to hyper focus on the task at hand for hours on end if it is extremely important or interesting. This is often a surprising fact for people who do not understand the full range of ADHD-like behaviors.

Imagine the type of individual who would have first explored and then settled this country long ago. It was not only a strength but a necessity to makeindependent decisions using survival skills in the wilds. Driven by curiosity about an evolving world, a need for physical activity and large muscle activity, and an "every man for himself" mentality, the hunter type flourished.

After the industrial revolution, the traditional classroom setting became all important to produce workers for factories with production lines, prepared for repetitive work. Suddenly, the need for novelty, individuality, creativity, spontaneous movement and quick problem solving often became secondary to orderliness and repetitive tasks.

Ponder just a moment the following question . Where in today's society could someone such as Benjamin Franklin suddenly appear and feel perfectly at home? I would say he would feel right at home in many of our school classrooms. While there are fine schools working to make education relevant to what a child will need as an adult there are many more that teach the way our fathers and their fathers learned. The child sits in the seat and faces a teacher who stands at the front of the room and teaches in a lecture style of teaching, then they often proceed to rote work or worksheets.

With public education aimed straight for the 50th percentile, many children who have ADHD have a need for specialized and novel instruction. We often see them struggling to survive in a world too often devoted to repetitive worksheets, sitting still in a seat, listening to a teacher lecturing at the front of the room. Most people can learn in this environment to the extent they can produce the work expected of them. However, when the emphasis is on rote learning the child with ADHD is often further hampered by short term memory problems and has difficulty attending to tasks that lack novelty. He or she also frequently lacks the social skills that might get him out of a jam gracefully.

The farmer type, who is not bothered by repetitive work or lack of novelty often manages just fine and comes out of the system with a decent education unless they also have a disability that hampers learning the traditional way. There are many farmer type children who also fall off the assembly line because they learn differently. However, they are usually viewed more patiently and positively because they do not lack the social skills or have the impulsive behaviors of a child with ADHD.

The hunter type is wise to be very selective about the field of work he or she chooses. Hunters often choose fields such as airline pilots, policemen, investigators, trial lawyers, advertising executives, entrepreneurs, artists, actors, and musicians. They are wise to go into professions that offer novelty, changing surroundings, lots of movement, a variety of activities, and that offer a challenge. They should make use of their tremendous energy and creativity. There is a strong correlation between ADHD and creativity.

Because their attention wanders easily, hunters can often see a problem from several different directions and arrive at new, unique conclusions. It is not unusual for such people to have a number of careers, sometimes simultaneously.After giving a talk on ADHD, one gentleman approached me and thanked me. He said he had always felt guilty about changing jobs, but after owning a successful business for quite awhile he felttied down and bored. After hearing my reference to Mr. Hartmann's book, he decided on-the-spot (surprising? :-) to consult a therapist and work out what he really wanted to do next in the way of work.

It is important for hunters not to measure themselves by the standards of a farmer society but by their individual strengths. It is also important to choose a profession that showcases those strengths. While hunters need to realize they live in a farmer society there are numerous opportunities for them to succeed. It is important to weigh the strengths and weaknesses and decide where the best fit will be in terms of fulfillment and success.

Many hunters team up with a farmer in work or in a marriage. They seem to know instinctively that they can draw on the great executive functions farmers tend to have to help them stay on task and organized. We on call them to be coaches.

Hunters are often risk takers. Mr. Hartmann talks about the difference between linear problem solving and random problem solving. A vertical problem solver who finds a door that is stuck is likely to bang harder and harder on it, eventually kicking it in if necessary. The random problem solver is more likely to look for other ways, such as trying other doors or windows. The hunter would fall into the later category.

This theory of hunters and farmers is no means meant to put down or belittle the farmer temperament. Farmers are superior at organizing, staying on track, performing all the tasks the hunter is weak at performing. They have important strengths necessary for many fields of endeavor. I think of certain wildly successful trial lawyers who have teams of farmers doing the meticulous research and footwork so necessary in such a field. At the same time, farmers need to recognize the tremendous strengths of the hunter, and value them from early childhood for their potential. They must teach them they way they learn, with methods which have been proven successful for children with ADHD. These strategies are also excellent for all children

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