Reflections for ADHD and Learning Disabilities Awareness Month
As I look back on my work with more than 40 families this year as a parent advocate, one thing keeps coming back: every child is unique and understanding the WHOLE child is the starting point for meaningful support.
I've worked with parents navigating everything from dyslexia, autism and ADHD to anxiety, school avoidance, and the complexities of IEP and 504 plans. While every family's experience is different, some common themes continue to emerge.
Receiving support doesn't always mean a child is making progress.
A child may be receiving reading intervention, accommodations, or other school-based services, but that doesn't necessarily mean those supports are meeting their needs. Parents deserve to understand how progress is measured and what happens when a child continues to struggle. I find that many parents don't even know how to access their child's IEP progress reports, let alone understand what the data tells them.
A child's strengths can sometimes mask their challenges.
Bright, capable kids can still have significant learning differences. Strong reasoning skills or an impressive vocabulary don't necessarily translate into reading, writing, attention, or executive functioning skills. Parents of twice-exceptional (2E) learners sometimes hear that their child is doing well enough academically or simply needs to try harder. A child's intelligence and grades alone should not determine whether they need support.
Academic struggles and emotional well-being are connected.
When school becomes overwhelming, we need to look beyond grades, missing assignments, or attendance. ADHD and anxiety can affect a child's ability to access and participate in school. A diagnosis alone does not establish eligibility for an IEP or 504 Plan, but neither should good grades automatically rule it out.
Under IDEA, a student must meet the applicable disability criteria, experience an adverse effect on educational performance, and need special education and related services. Under Section 504, eligibility depends on whether an impairment substantially limits one or more major life activities. The criteria are different, and understanding those differences matters.
Parents need information, partnership, and support.
Navigating evaluations, eligibility decisions, IEPs, and 504 plans can feel overwhelming. Parents shouldn't have to figure it all out alone. Understanding their options and knowing which questions to ask can help families feel more confident and prepared.
During ADHD and Learning Disabilities Awareness Month, I hope we can move beyond awareness and stigma reduction toward greater understanding, collaboration, and individualized support. That requires strong communication and partnership between parents, teachers, and district leaders.
Not sure where to start?
Here are three questions parents can ask their child's school team:
1. How are we measuring my child's progress, and what does the data tell us?
2. Are the current supports and interventions meeting my child's individual needs?
3. What are our next steps if my child isn't making meaningful progress?
You don't need to have all the answers to advocate effectively. Sometimes, asking the right questions can help open the door to a more productive conversation and a clearer path forward.
Our kids need us to listen, understand their needs, recognize their strengths, and keep working toward solutions.
And every parent deserves to feel heard along the way.
Resources for Parents
If you're trying to better understand your child's eligibility for school-based supports, these official resources are a helpful place to start.
New Jersey Department of Education: Special Education Eligibility
Learn more about eligibility for special education and related services under IDEA in New Jersey.
U.S. Department of Education: Section 504 and Free Appropriate Public Education (FAPE)
Explore frequently asked questions about Section 504, including disability eligibility, evaluations, and school responsibilities.
Encompass Parent Solutions provides non-legal parent advocacy and education consulting to help families better understand their options and navigate school-based supports.
