I THINK MY CHILD MIGHT HAVE ADHD (PART 3) - SCHOOL SPECIAL EDUCATION EVALUATIONS FOR ADHD
The first article in this blog series, I Think My Child Might Have ADHD (Part 1), discussed initial steps to take to determine the relative severity of any behavior concerns you are seeing from your child and how working with your child’s school can help support your child at home and at school. Part 2 covered specific symptoms of ADHD, how to seek out an ADHD evaluation, and the specific components of an ADHD evaluation. This third and final post of this series will cover the difference between school and clinical evaluations when considering ADHD, and how to best treat and support a child with ADHD.
School special education systems can seem confusing to navigate, especially if you are just starting to explore the idea that your child may have ADHD or another learning disorder. This post seeks to help you understand the process of an evaluation, services that are available, the differences between a school evaluation and clinical evaluation, and what might be the best path for you.
As discussed in I Think My Child Might Have ADHD (Part 2), clinical evaluations can provide in-depth information about your child’s strengths and weaknesses and help to uncover the root causes of any issues your child is struggling with. In addition, all public schools are required by law to have a system in place to identify students with disabilities and provide these students with special education supports.
Special Education process for ADHD
In order to qualify for special education, first your child’s school must complete a special education evaluation to determine what the needs are, if the student meets the state criteria to be identified as a student with a disability, and if the student needs special education services in order to receive a free appropriate public education (FAPE). Even if your child has recently completed a psychological or neuropsychological evaluation, your child’s school will need to complete their own evaluation. While schools have their own processes in place to determine what students to evaluate for special education, parents can also request that their child be evaluated. The school may decide to not evaluate the child even with the parent request, but they are required to respond to the parent and give their reasoning why that decision was made.
Difference between school evaluations and clinical psychological and neuropsychological evaluations for ADHD
While public school special education evaluations are helpful in identifying if your child needs additional school supports through special education, they are somewhat limited in their scope and often are not able to provide as detailed of information as clinical psychological or neuropsychological evaluations. School evaluations do not diagnose disorders such as ADHD, anxiety, and depression, rather they determine if a student meets the criteria for one of the thirteen disability categories under the Individuals with Disabilities Education Act (IDEA) and if that student demonstrates a need for special education support. If your child has symptoms of ADHD that are significantly impacting them at school, but has not received a formal diagnosis, it is likely that they would not qualify for special education services in the state of Minnesota. Most students who have symptoms of ADHD that are the primary reason for significant concerns at school can qualify for special education services under the category of Other Health Disabilities (OHD). However, the OHD criteria requires students to have a documented ADHD diagnosis from a physician, licensed psychologist, or advanced practice nurse. With a documented diagnosis, students with ADHD can also benefit from school accommodations, such as through a 504 plan. Targeted interventions implemented by general education teachers and other school staff can also be helpful with addressing specific areas of concern at school.
Medication and other Treatment for ADHD
Many students who have have been clinically evaluated and diagnosed with ADHD are able to be successful at school without a special education evaluation or special education supports. The most effective treatment for ADHD is medication. It can take time to find the right medication and right dose for your child, but when it is found, medication is highly effective at minimizing symptoms of ADHD for most children. If considering medication for your child, it is important to find a physician or psychiatrist who is experienced in treating ADHD to discuss different medication options, potential side effects, and the process for finding the correct medication and dosage.
Behavioral therapy that includes parent training has also been shown to be effective with supporting children with ADHD. It is recommended that behavioral therapy be implemented for children under the age of six prior to attempting medication, but behavior therapy can be effective at all ages.
Special education and ADHD
If your child is continuing to struggle at school despite receiving classroom accommodations and general education supports, they may require more intensive school supports through special education. Again, your child’s school has a process for evaluating students for special education. As a parent you can request that your child be evaluated for special education, but it is up to the school to determine if a special education evaluation is appropriate for your child.
IEPs for ADHD
If your child is evaluated and qualifies for special education services, a special education teacher will be appointed as your child’s case manager. They will develop an Individualized Educational Program (IEP) that is specific to your child. The IEP will have goals for your child to work on and your child’s progress will be tracked and reported to you three times a year. The IEP will also outline the special education services that your child will receive. The services provided are based on your child’s needs and help them make progress on the goals outlined in the IEP.
Special Education Services for ADHD
Examples of special education services include: specialized classes with a low staff to student ratio that target specific academic, organizational, or functional skills, one-on-one or group sessions with school staff such as an occupational therapist, school social worker, or school psychologist, co-taught classes by a special education and general education teacher, para professional support, and nursing services. Classroom accommodations are also listed in the IEP that can support your child when they are in the general education setting. Some common accommodations include specific seating arrangements in the classroom, additional time for tests or assignments, modified assignments in content or length, frequent and intentional check-ins for understanding, visual schedules, and designated spaces in the classroom or school to take breaks. Students who have a 504 plan or IEP can also receive accommodations on standardized tests such as the Minnesota Comprehensive Assessments (MCA) and the American College Testing (ACT). Accommodations can continue to be implemented during post-secondary education as well.
ADHD Evaluations in White Bear Lake
When you receive an ADHD evaluation through White Bear Psychological Services, you also receive a detailed report of the findings and recommendations as well as a comprehensive feedback session. During the feedback session, Dr. Hall will go over the results of the evaluation and clearly explain the recommendations so you will know exactly what do to next and how to move forward.
For more information about comprehensive ADHD testing in St. Paul, visit White Bear Psychological Services ADHD Testing and don’t hesitate to contact us with any questions you have or to schedule an evaluation.
