Skip to content
  • There are no suggestions because the search field is empty.

504 vs. IEP for ADHD: Advice for an SDC Teacher Wearing the "Parent Hat"

Going into an eligibility meeting as an educator-parent is a unique challenge. You know the system, the acronyms, and the constraints, which is a superpower—but it can also make you prone to "rationalizing" the school's hesitation to qualify her. You have to take off your "Teacher Hat" (which understands staffing shortages and budgets) and firmly put on your "Parent Hat" (which demands what your child needs to thrive, not just survive).

Here is the strategic breakdown for your meeting, specifically for a girl with ADHD and suspected Autism:

1. The Core Question: Does she need Access or Instruction? This is the deciding factor between a 504 and an IEP.

  • 504 Plan (Access): If she has the skills but the environment is the barrier. She needs preferential seating, extra time, or a quiet room, but she can do the work independently once those are in place.

  • IEP (Instruction): If she lacks the skills and needs Specialized Academic Instruction (SAI) to learn them.

    • Does she need to be taught how to organize her binder? (Executive Function Goal = IEP).

    • Does she need to be taught how to initiate a task or regulate her emotions? (Behavior/Social Goal = IEP).

       

       

    • Does she need to be taught social reciprocity? (Pragmatic Language Goal = IEP).

2. Watch Out for the "Good Grades" Trap Since she is a girl with ADHD/suspected Autism, she is likely a "masker." She might be holding it together at school and falling apart at home.

  • The Trap: The school might say, "Her grades are fine, so no adverse educational impact."

  • The Counter: Educational impact isn't just academic; it’s functional. If she is anxious, socially isolated, disproportionality exhausted after school, or unable to navigate the cafeteria, that is an educational impact. You need to bring the "home data" (meltdowns, homework battles) to show the cost of her masking.

3. Address the "Suspected Autism" Now Do not wait for a medical diagnosis to ask the school to look into it.

  • Request a "Psycho-Educational Evaluation": If they suggest a 504, you can say, "I suspect there are underlying processing or pragmatic deficits. Before we settle on a 504, I am requesting a full evaluation in all areas of suspected disability, including Autism and Pragmatic Language."

  • This triggers the timeline for testing. School-based criteria for Autism (educational eligibility) are different from medical criteria. She can qualify for an IEP under Other Health Impairment (OHI) for the ADHD or Autism depending on which impacts her more.

4. Be the "Mom," Not the Colleague It is tempting to be "easy" because you know the staff. Don't be.

  • If you wouldn't accept a vague goal or a lack of services for your SDC students, don't accept it for your daughter.

  • If they offer "accommodations" (504) but you know she needs "intervention" (IEP), push for the evaluation.

Summary: If she needs to learn skills she doesn't have (executive function, emotional regulation, social skills), fight for the IEP. If she just needs the setting changed to succeed, a 504 might be enough. But given the suspected Autism, a full evaluation is likely the safest path to ensure nothing is missed.

VillageED’s special education services page offers guidance for eligibility meetings and navigating OHI vs. Autism categories: https://www.villageed.org/sped-services.