Students with ADHD often have a hard time focusing and are easily distracted. They may be very active and/or have difficulty controlling their own impulses.

Early intervention is extremely important for a student with ADHD. In 2010, a study by investigators at the UC Davis MIND Institute in Sacramento found high school incompletion rates for those with ADHD (inattention and hyperactivity-impulsivity type) were over 30%. Alarmingly, this is one of the highest drop-out rates for any disability.

ADHD can be one of the most difficult disabilities to receive support for in the public school system. This disability is defined by symptoms and behaviors that occur, to varying degrees, in every child: hyperactivity, impulsivity, inattention. ADHD can be dismissed as “boys being boys,” “teens being teens.” However, children with ADHD are at the severe end of the spectrum and need intervention through academic support plans in order to access learning.

If you suspect your child has ADHD, contact Julie. She can help you request testing and seek eligibility for special education services in the school system.

As a Special Education Advocate, Julie can also help you identify the services to request in your child’s Individualized Education Plan (IEP) or 504 and write specific learning goals, tailored to address your student’s ADHD diagnosis.