Attention-deficit/hyperactivity disorder (AD/HD) is a neurobiological disorder. It is characterized by developmentally inappropriate impulsivity, inattention, and in some cases, hyperactivity. Although individuals with AD/HD can be very successful in life, without appropriate identification and treatment, AD/HD can have serious consequences. These consequences may include school failure, depression, conduct disorder, failed relationships, and substance abuse. Early identification and treatment are extremely important.

CHADD (Children and Adults with Attention-Deficit/Hyperactivity Disorder) is the nation’s leading non-profit organization serving individuals with AD/HD and their families. CHADD has over 16,000 members in 200 local chapters throughout the U.S. Chapters offer support for individuals, parents, teachers, professionals, and others. More about CHADD

Additude, the ADHD/LD Resource Directory is a fast growing, searchable directory that helps readers find a wide range of professionals, schools, camps, products and services. Search by name, keyword, category, or location. More about Additude

The website of Attention Deficit Disorder Resources has over 150 articles written by national ADHD authorities as well as adults with ADHD.  Plenty of information for paren ts too. 100 plus links to ADHD-related websites.   Includes the National ADHD Directory with over 1100 ADHD Service Providers listed as well as a National ADHD Events Calendar.  Free monthly eNews available. More about ADD Resources

ATTENTION DEFICIT HYPERACTIVITY DISORDER  – July 26, 2016  U.S. Department of Education’s Office of Civil Rights

The U.S. Department of Education’s Office of Civil Rights(OCR) today issued guidance clarifying the obligation of school to provide students with attention-deficit/hyperactivity disorder (ADHD) with equal educational opportunity under Section 504 of the Rehabilitation Act of 1973.

Over the last five years, OCR has received more than 16,000 complaints that allege discrimination on the basis of disability in elementary and secondary education programs, and more than 10 percent involve allegations of discrimination against students with ADHD.  The most common complaint concerns academic and behavioral difficulties students with ADHD experience at school when they are not timely and properly evaluated for a disability, or when they do not receive necessary special education or related aids and services.

Today’s guidance provides a broad overview of Section 504 and school districts’ obligation to provide educational services to students with disabilities, including students with ADHD.  The guidance:

  • Explains that schools must evaluate a student when a student needs or is believed to need special education or related services.
  • Discusses the obligation to provide services based on students’ specific needs and not based on generalizations about disabilities, or ADHD, in particular.  For example, the guidance makes clear that schools must not rely on the generalization that students who perform well academically cannot also be substantially limited in major life activities, such as reading, learning, writing and thinking; and that such a student can, in fact, be a person with a disability.
  • Clarifies that students who experience behavioral challenges, or present as unfocused or distractible, could have ADHD and may need an evaluation to determine their educational needs.
  • Reminds schools that they must provide parents and guardians with due process and allow them to appeal decisions regarding the identification, evaluation, or educational placement of students with disabilities, including students with ADHD.

In addition to the guidance, the Department also released a  Know Your Rights Document that provides a brief overview of schools’ obligations to students with ADHD.

Thank you,

U.S. Department of Education

Office for Civil Right