What's Required
Both the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act of 1973 provide protection for children with attention deficit disorder (ADD) or attention-deficit/hyperactivity disorder (ADHD).
Under the IDEA Part B regulations, a student with ADD or ADHD may be eligible under the category other health impairment if the student has limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli that results in limited alertness with respect to the educational environment, due to a chronic or acute health problem that adversely affects the student’s educational performance. (34 C.F.R. § 300.8(c)(9))
Students with ADD or ADHD can be eligible for services under the category specific learning disability if they have an imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations due to a deficiency in one or more of the basic psychological processes involved in understanding or in using spoken or written language. (34 C.F.R. §§ 300.8(c)(10) and 300.309)
Students with ADHD can be eligible for services under the category emotional disturbance if they exhibit one or more of the following characteristics over a long period of time and to a marked degree that adversely affects educational performance: an inability to learn that cannot be explained by intellectual, sensory, or health factors; an inability to build or maintain satisfactory interpersonal relationships with peers and teachers; inappropriate types of behavior or feelings under normal circumstances; a general pervasive mood of unhappiness or depression; or a tendency to develop physical symptoms or fears associated with personal or school problems. (34 C.F.R. § 300.8(c)(4))
Under the Section 504 regulations, a student with ADD or ADHD may be eligible for services if he/she has a physical or mental impairment that substantially limits him/her in a major life activity (e.g. learning, thinking, concentrating). (34 C.F.R. § 104.3(j)(2)(i) and (ii))
What We Do
What are the common difficulties seen in students with ADHD?
Attention-deficit/hyperactivity disorder (ADHD) is a brain disorder characterized by an ongoing pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development.
In preschool, hyperactivity is the most common ADHD symptom. In elementary school, the symptom of inattention may become more prominent and causes academic problems. In adolescence, hyperactivity seems to decrease but inattention and impulsivity may continue.
Inattention
Hyperactivity
Impulsivity
How to refer students for an eligibility evaluation?
A student having or is suspected of having ADD or ADHD can be referred for a Section 504 or special education evaluation by the parent or school personnel. All parent requests and school referrals are facilitated by the campus Intervention Assistance Teams (IAT).
How is an eligibility evaluation conducted?
A medical diagnosis of ADD or ADHD does not automatically make a child eligible for services under Section 504 or IDEA.
Section 504 Evaluation
Special Education Evaluation
*Refer to ADHD Identification Flowchart for more details.
Is a medical diagnosis of ADD/ADHD required to qualify for Section 504 services?
No. While the law requires that an evaluation be conducted before classifying a child with a disability, a medical evaluation of ADD or ADHD is not legally required.
What accommodations and supports are appropriate for students with ADHD?
No single intervention is universally effective for all students with ADHD. A combination of research-based and promising practices is recommended.
How are accommodations and supports determined?
The support services and placement decisions about a student with a disability are made by the Section 504 Committee or the ARD/IEP Committee which includes persons knowledgeable about the student, the meaning of the evaluation data, the general education curriculum, and the availability of resources and placement options.
Forms
Resources