>> What does everyone else ask them to DO in an IEP, by the way? <<


There is an excellent book that deals with IEPs and accommodations in school. The title is: Teenagers with ADD: A Parents' Guide by Chris Dendy, M.S. Information about it can be found at: http://www.addbalance.com/add/books/teenagers_with_add.html


Appendix C spells out the impact ADD has on various aspects of school performance. It lists the following as common classroom adaptations:
  1. untimed tests
  2. use of calculator or computer
  3. modification of assignments (every 3rd math problem)
  4. elimination of unnecessary writing--write answers only not questions
  5. written homework assignments given by teachers
  6. utilization of notetakers or guided lecture notes

She urges use of positive feedback for behavior control rather than punishment.

The book also has sample IEPs that deal with ADD/WO and ADHD type problems.

It should be available through your local library and is an impressive-looking book (looks and reads like a textbook).


Teenagers with ADD: A Parents' Guide also has a copy of the US DOE memo on ADD and in one of the two chapters dealing with IDEA & 504 lists the following from that memo. Again, the memo should be some good authority that you are not half-baked in asking for accommodation/adaptation.


US DOE Suggestions

  • structured learning environment
  • repeat and simplify instructions
  • provide visual aids
  • use behavior management
  • adjust class schedules
  • modify test delivery
  • use tape recorder
  • computer-aided instruction
  • audio-visual equipment
  • reduce class size
  • modified textbooks or workbooks 
  • tailor homework assignments
  • consultation
  • one-to-one tutors
  • special resources
  • classroom aides
  • notetaker
  • services coordinator
  • modify nonacademic times: lunchroom, recess, PE


Other adaptations suggested by Chris A. Zeigler Dendy, M.S.

  • seat near teacher
  • reduce distractions
  • pair students to check work
  • pair with student who checks to see if assignment is written down
  • give untimed tests
  • use calculator
  • give guided lecture notes
  • provide chapter outline
  • simplify distraction
  • don't reduce grade for handwriting

  • seat near positive role model
  • consider multiple choice tests
  • use Books on Tape
  • use extra set of books at home
  • use weekly progress reports
  • consider oral tests
  • teach study skills
  • put assignments in writing by month
  • use color to highlight information to be memorized, or common errors
  • use flash cards

Dendy emphasizes that the IEP should be driven by the child's needs - not by the eligibility label (OHI - EBD - SLD).



See also Wrights' Law http://www.wrightslaw.com


I suspect that there are several good articles at the Mining Company site as well:


 Winner - ABC's of Parenting 3-Star Site Award - Category: Attention Deficit Disorder


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© 1995 Chris A. Ziegler Dendy,
© 1998 Charles K. Kenyon