Educational Rights for Children with Attention Deficit Disorder/ADHD

Because many children with ADHD/ADD experience significant academic difficulties, it is very important for parents to be aware of the special educational services that public schools are required to provide. Unfortunately, many children with ADHD/ADD do not receive the services they are entitled to, and parents are often unaware of the assistance their child should be receiving.

Prior to 1991, children with ADHD/ADD were not eligible to receive special educational services unless they were determined to have some other disability (e.g. a specific learning disability). Lobbying efforts to rectify this situation were successful, however, and children with ADHD/ADD who require special assistance must now receive access to special education and/or related services according to two federal laws.

Children with ADHD/ADD may be eligible for special services under Part B of the Individual with Disabilities Education Act (IDEA). This would apply when a child's ADHD/ADD is determined to be a "chronic or acute health problem which adversely affects educational performance." When this condition is true - as it will be for many children with ADHD/ADD - the child can be classified as "Other Health Impaired" (OHI), and the school must develop an Individual Education Plan (IEP) that is designed to meet the child's unique educational needs.

An IEP is a plan to educate your child based on your child's individual needs. Ideally, the IEP should take into account a childish unique abilities and disabilities, and identify specific educational goals for the child, procedures for attaining those goals, and methods to evaluate whether the goals are being met. The IEP is developed after a child has been evaluated and found to require special educational services. In the best circumstances, the plan is developed in a collaborative meeting involving parents, teachers, and other school personnel (e.g. guidance counselor, school psychologist, etc.) Parents are also free to bring along anyone (e.g. child psychologist) that they feel would be helpful to have at the meeting.

Special services for children with ADHD/ADD may also be obtain under Section 504, a civil rights law that prohibits discrimination against individuals with disabilities. Like IDEA, Section 504 requires schools to provide children who have disabilities with a free and appropriate public education. Unlike IDEA, however, which stipulates that a child has disabilities that require special education services, Section 504 identifies a qualified person as anyone with a physical or mental impairment that substantially limits one or more major life activities, such as learning.  This means that children who do not require special education are still guaranteed access to related services under Section 504 if the child is deemed to have an impairment that "substantially limits one or more major life activities" such as learning, and the school must try to adapt instructional methods to the needs of children with ADHD/ADD.

As learning is considered a major life activity, children diagnosed with AD/HD are entitled to the protections of Section 504 if the disability is substantially limiting their ability to learn. It is up to the local school district to make the determination of whether this condition is met and children who are not eligible for special education may still be guaranteed access to related services if they meet the Section 504 eligibility criteria.

If the child is eligible under Section 504, the school district must develop a Section 504 plan. This plan would include accommodations/adaptations that are designed to meet the child's educational needs and may include things such as the following:

- reducing the length of homework assignments;
- allowing the child extra time on tests;
- simplifying instructions about assignments;
- providing specific assistance with planning and organizational skills;
- or using behavioral management techniques in the classroom;
- use of tape recorders
- computer-aided instructions

In general, Section 504 provides a faster and more flexible procedure for obtaining some accommodations and services for children with disabilities and some children may receive protection who are not eligible for services or protection under IDEA. Thus, Section 504 can provide an efficient way to obtain limited assistance without the stigma and bureaucratic procedures attached to IDEA.

The advantage of obtaining services under IDEA, however, is that it offers a wider range of service options, the procedures for parent participation and procedural safeguards are far more extensive, and the degree of regulation is far more specific than that found in Section 504.

For additional information on IDEA Section 504 visit the CHADD web site.




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Every person has their own rights even those who have special needs. Children with ADHD has the right to live like normal kids do. Parents should make sure that they never feel left out with other kids.

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ADHD and Depression

Studies say that children with ADHD are at a higher risk of depression and other mood disorders. Quite significantly, the rate of depression is significantly higher in children with ADHD than in other children. Studies show that up to 70 percent of children with ADHD will be treated for depression at some point in their lives.

What is Depression?
Just because one is feeling down does not mean that the individual is suffering from major or clinical depression. Based on DSM-IV- TR, 2000, the manual used by mental health professionals to diagnose mental disorders, at least five or more of the following symptoms listed below must have persisted for at least two weeks:

• Depressed mood most of the day or nearly every day (in children and teens this can be irritable mood rather than depressed);

• Loss of interest or pleasure in all, or almost all, activities;

• Significant weight loss when not dieting or weight gain; or a decrease or increase in appetite

• Insomnia or hypersomnia (i.e., sleeping too much) nearly every day;

• Extreme restlessness or lethargy (e.g., very slow moving) ;

• Fatigue or loss of energy nearly every day;

• Feelings of worthlessness or inappropriate guilt;

• Diminished ability to think or concentrate nearly every day;

• Recurrent thoughts of death and/or suicidal thoughts;

It should also be determined if the symptoms cause clinically significant distress or impairment; are not side effects of a medication or general medical condition;  and are not better accounted for by bereavement (i.e., loss of a loved one).  The important point here is that true clinical depression is indicated by symptoms that  are persistent for a sustained time period, and it is clearly more than feeling “sad” or “blue” by itself.

The Relationship Between ADHD and Depression

In my last column, I mentioned that  children with ADHD are more likely to suffer from low self-esteem as a result of the child’s personal perception of being a failure at home and in school. They are more often at the receiving end of harsh criticisms and punishments for being extremely active, talkative and restless; or for their difficulty to pay attention, forgetting important things, and for interrupting others.  They may also be labelled  “not normal,” “weird,” or are “incapable of behaving” or worse, their peers avoid them altogether.

As all these build up over time, these children feel frustrated and demoralized. At times, they are overwhelmed with the things that happen around them and become discouraged as they face repeated failures in school, at home, and in other settings. When these negative experiences accumulate, the child with ADHD may begin to feel depressed.

In addition to being distressed or demoralized as a result of ADHD, children may also experience a true depressive illness. Unfortunately, symptoms of ADHD and depression may at times overlap thus making it more difficult for the doctor to diagnose a mood disorder like major depression.

A clear example:  hyperactivity or physical agitation and poor concentration are symptoms of both ADHD and depression. If a child exhibits these symptoms and also appears to be sad, hopeless, or suicidal, the doctor may consider a diagnosis of major depression. In difficult situations such as this, it is important to see a psychologist or psychiatrist to diagnose and manage the conditions.

The prevalence of depression in children with ADHD can also be affected by the presence of other coexisting conditions. Research shows that rates of depression are substantially higher in children with ADHD and oppositional defiant disorder or conduct disorder (ODD/CD).

Significantly, nearly two thirds of children with ADHD may suffer from another condition such as depression or anxiety disorders in addition to their ADHD.  Any co-morbidity can coexist with ADHD, but certain disorders like depression seem to occur more commonly.

Depression in Children
The core symptoms for depression in children and adolescents are the same as for adults. But some symptoms appear to be more prominent at different ages, such as extreme irritability, somatic complaints, social withdrawal, hypersomnia, psychomotor retardation (being extremely slow moving) are especially common in children.

So how does a “typical” depressed child look like?

Of course, symptoms would be variant from child to child, but a “depressed child” would seem to be extremely irritable, a notably distinct change from his usual or typical nature. The child may display a distinct change in their eating pattern and may stop participating or getting excited about things they used to enjoy.  He may also become less energetic and may complain about being unable to sleep well.   Alarmingly, the child may start referring to himself in critical and disparaging ways.  As the child finds it more difficult to concentrate and there is less energy  given to tasks, it becomes quite common for his school grades to suffer too. Again, it is important to  note, that this pattern of behavior should persist for at least several weeks, and should appear as a real change in how the child typically is.

ADHD and Depression: Treatment

The treatment of children with ADHD and depression entails treating the symptoms of ADHD and minimizing environmental traumas that take a heavy toll on self-esteem.   It usually includes:

• Individual psychotherapy — helps the child articulate and deal with his/her feelings and teaches him/her appropriate coping skills;

• Cognitive therapy assists the child in reframing negative thoughts which will hopefully result in a more positive outlook and reaction to situations;

• Family counseling sessions often results with the family members having a better understanding of the child’s ADHD symptoms and resulting behaviors.  It also provides an opportunity to address parenting or marital concerns.

• Behavioral intervention programs works towards the positive reinforcement of appropriate behaviors which may also influence the child’s feelings of self-worth.

• Medication may be necessary to reduce symptoms of either ADHD or depression or, at times, to treat both disorders. However, it should always be part of a total treatment plan and in conjunction with therapy. The doctor must first determine which symptoms are more prominent (ADHD or depression) and have more impact before prescribing medication. Therefore, if symptoms of ADHD are more impairing, treatment guidelines recommend that medication for this disorder be prescribed first, and vice-versa.   In some cases, antidepressants and ADHD medication may be prescribed simultaneously.  The antidepressants should, however, be used with caution and strict monitoring and follow-up should be done during the first few months, especially in children and adolescents.

Early Intervention

Since symptoms of ADHD and depression may overlap at times, parents, teachers and other caregivers of a child with ADHD may all the more feel bothered and confused.     Thus, it is important to keep open communication lines with the child and at the same time be more observant of the child’s behaviors so that depression can be identified early on.

The process of identification and treatment of children with coexisting depression and ADHD can be difficult and complicated. It is very important for parents, teachers and other caregivers to work together; educate themselves ADHD and depression; and be fully aware that depression includes suicidal thoughts or plans which should be taken very seriously. Better yet, they should involve medical experts and other knowledgeable professionals who can guide and assist them along the way.





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Children with ADHD needs special attention from their parents. They should support and help them utilize the talents they have. It's not a burden, it's a gift from God that parents should accept whole heartedly.

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ADHD Behavior Modification Technique

What is ADHD Behavior Modification?

ADHD Behavior modification is rewarding desired behavior with privileges or rewards while discouraging bad behavior with removal of privileges or adding appropriate punishment.

Most behavior modification systems or ADHD Incentive Charts use a computerized scoring program where the parent inputs desired behavior and undesired behavior. On a weekly basis or at the parents discretion recorded behaviors are reviewed with the child.

The desired behavior may include performing chores, completing homework on time and behaving at school. Undesirable behaviors may include not completing their chores, not doing homework, loud and disturbing behavior.
adhd child behavior problems

The parent will also input what the rewards are for good behavior. These may be video console time, allowance bonus, TV time or other reward the parent deems appropriate.

At the end of a week or month the child will be given a score that will determine what reward or punishment they will receive. The advantage of systems such as the Total Transformation System to discipline children with ADHD is they teach limits, proper communication and ultimately build the child's self esteem and accountability.

Some adhd behavior modification systems use flash cards, video tapes to coach parents using the system. In addition, there are homework improvement techniques available on most systems.

To find out if a ADHD Behavior Modification treatment may work for your child take a look at the The Total Transformation System.





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Parents can try this ADHD Behavior Modification Technique, it may really hel your children to be treated.

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