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[quote=Anonymous][quote=Anonymous]My understanding that 504 only some minor accommodations (notes, extra time, priority siting etc.) I would say in real life - not much support.
IEP means modification of the program to some extend.

My child had nothing in ES, first 504 in MS, then IEP. We needed advocate from the beginning.
IEP does not mean services outside of regular classroom.
If child needs some aids i.e. program modification to some extent (like special notes with answers before unit test to focus their attention, special equipment  to be able to take notes at home/class etc., extra time for assignments/projects) he/she needs IEP.
Out IEP is quite extensive, but absolutely necessary. Some things followed some are not, but I think it is critical in HS for kids with real ADHD. 
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Your understanding is NOT correct.  The difference between 504 and and IEP is not the difference between "minor" and "modification".  You can need only a 504 plan and need major, major accommodations.  For example, when my DC was recovering from a concussion, DC could only attend school part time, had to skip or be excused from massive amounts of work and get very lengthy extensions on work.  At one point DC was more than 3 months behind in one class.  DC's 504 plan was not "minor".  DC needed tests to be modified. DC could not write lengthy essays, but could answer questions orally or write short answers.  However, DC did NOT need any change to instruction.  DC was still perfectly capable of absorbing the instruction provided.  The exact same instruction was provided to DC, but sometimes DC had to take it in a different format -- instead of sitting in a classroom, DC got class notes (every day in every class for months and months).  In this sense, DC's accommodations were major and required modification, but DC still needed only a 504 plan.

By contrast, a child with an IEP needs "special instruction," i.e. not the same general instruction delivered to general education students.  An example would be a dyslexic child, who needs a different kind of reading instruction to become a special reader (explicit sound/symbol instruction, with repetition and multi sensory approach that is more repetitive and explicit than the general education reading instruction).  That dyslexic child may need no accommodations at all or he/she may need a lot of accommodations.  Accommodations are ways in which the instruction, while containing the same substance, may be provided in different formats.  Accommodations come in different categories -- presentation, scheduling, timing, etc. and may be applied to instructional and/or assessment environments.

It's really important to understand the legal distinctions for a 504 and IEP.

For 504:  student must have 1) a physical or mental impairment which 2) substantially limits a major life activity.  Notice that there is no requirement to prove "adverse impact on education" nor is there any requirement that a student have bad grades or be below grade level.  My straight A student with a chronic illness that impacts sleep patterns, attention and energy level is entitled to a 504 plan, and DC doesn't have to wait until grades are slipping or failing in order to be entitled to accommodations that address the illness.

For an IEP: student must have 1) a disorder (basically the same test as #1 under 504) 2) which adversely impacts education and 3) requires special instruction.  Notice that a student does not have to have failing grades.  A student may exhibit a pattern of strengths and weaknesses that may result in adequate or even good grades and yet still show a clear need for specialized instruction in some areas.  This is often true for high functioning kids with learning disabilities like dyslexia and dysgraphia, especially in the early elementary years when the demands for reading and writing are still low and they are able to compensate by other means.

Again the difference is not minor v. major or modified v. unmodified.

Also the other examples you cite (special notes with answers before unit test to focus their attention, special equipment to be able to take notes at home/class etc., extra time for assignments/projects) do not necessarily equate to an IEP.  These can all be provided as part of a 504 plan.

And finally, what exactly is "real ADHD" ? And who are you to judge whether anyone's ADHD is real or not?  My ADHD kid is in a magnet program.  Does that mean DC's ADHD is not "real".  Are "real ADHD" kids the ones who are floundering?  getting bad grades? Is it impossible that the high achieving kid that is getting good grades also has "real ADHD" and is working extra-hard behind the scenes to maintain it all?   I hope you can see that your characterization of "real ADHD" just perpetuates stereotypes.

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