Neurodivergent affirming IEP Accommodations for Autistic and ADHD-ers in high school settings
Disclaimer: We want to affirm our commitment to neurodiversity and inclusive language practices. We utilize identity-first language, acknowledging the preferences of the community we serve. Therefore, you may notice us referring to individuals as "autistic people" rather than "people with autism." This choice reflects our dedication to respecting the autonomy and identity of each individual. Studies have indicated that many within the autistic community prefer the term "autistic person," emphasizing the importance of recognizing and honoring diverse perspectives. Thank you for joining us on this journey of understanding and acceptance.
In the realm of neurodiversity, it's crucial to create supportive environments that cater to the unique needs of every individual, especially in high school settings where students are navigating academic and social challenges. For ADHD-ers and Autistics, accessing appropriate accommodations through Individualized Education Programs (IEPs) and 504 Plans can significantly enhance their educational experience. Let's delve into some common accommodations parents can request during IEP meetings.
Understanding Neurodiversity Affirming Accommodations
Neurodivergent affirming accommodations are adjustments and supports designed to meet the specific needs of neurodivergent individuals while honoring their strengths and challenges. In high school settings, these accommodations play a pivotal role in promoting academic success, social-emotional well-being, and self-confidence.
Common Accommodations for Autism and ADHD in High School
Sensory-Friendly Environment: Requesting a sensory-friendly classroom environment can benefit children who may be sensitive to noise, lights, or textures. This may include using noise-canceling headphones, providing fidget tools, and creating quiet spaces for breaks.
Visual Supports: Incorporating visual supports such as visual schedules, picture charts, and graphic organizers can assist children in organizing tasks, managing time, and staying focused during lessons.
Supportive Routines: Establishing supportive routines and clear expectations can help Autistics and ADHDers navigate daily activities more effectively. This can involve providing written schedules, breaking tasks into manageable steps, and offering reminders for transitions.
Flexible Seating Options: Offering flexible seating options like standing desks, stability balls, or wiggle cushions can accommodate ADHDers and Autistics who may benefit from movement and alternative seating arrangements.
Say NO to Social Skills Training: Focusing on “building” neurotypical social skills is devaluing the strengths your child brings to the table.
No Homework: Homework is an antiquated measure of success in schools and contributes to high stress levels amongst children and teens. Ask for a no-homework accommodation.
Parental Rights and Advocacy During IEP Meetings
During IEP meetings, parents have the right to advocate for their child's needs and request specific accommodations that align with their strengths and challenges. It's essential for parents to:
Come Prepared: Gather relevant information, assessments, and observations to support accommodation requests.
Collaborate with Professionals: Work collaboratively with educators, therapists, and other professionals to develop comprehensive and effective accommodations.
Turn to Advocacy: Parents are entitled to an advocate during IEP meetings and many states have free law services that provide advocates for meetings.
Review and Revise: Regularly review and revise the IEP to ensure accommodations are meeting the child's evolving needs and goals.
Seek Support: Seek support from therapists, providers, and educational resources to navigate the IEP process and understand parental rights.
Teach your Child Self-Advocacy: Require that your child attend their own IEP meeting and teach them the skills they need to self-advocate!
Conclusion
In conclusion, advocating for neurodivergent-affirming accommodations in high school settings is crucial for supporting the academic and social success of children and families By understanding common accommodations and leveraging parental rights during IEP meetings, parents can play a pivotal role in creating inclusive and supportive learning environments that empower neurodivergent children to thrive and reach their full potential.
If you think your child is Autistic or an ADHD-er and need accommodations, we would love to speak to you about Autism Evaluations or ADHD Evaluations! Contact us today.
