You can just not sign agreement for the change of label. Ask the Procedural Support Liaison to explain it to you. The school can give you that contact info. The school will not diagnose ADHD. That is a medical diagnosis and you need to bring a written diagnosis from a doctor to the eligibility meeting. There also has to be evidence of underachievement, which is tricky when they are young and are not expected to do much academically. So the committee could say that despite the ADHD he doesn’t show any detriment to his learning and you might get a 504 but not special ed. You should talk to his special ed teacher and find out what they are thinking from the school perspective. Nobody wants the kid to be unsupported if they need help. You can take documents home to review before signing. You don’t have to sign them in the meeting, and all results are supposed to be provided before the meeting so you can read reports and think ahead of time.

Anonymous wrote:OP here. Thanks for the info. I was more concerned that he wouldn't get services if he didn't fall into one of the categories, I'm not worried about the assessments.

We just started seeing a psychologist that said he symptoms sounded like ADHD, so pursuing that now.

I had to push for him to qualify for services the first time, but his current school has been very supportive, so I'm probably worrying for nothing.

OHI is a catch-all code, which includes ADHD. He will need a diagnosis of some sort -- having a disability is a key part of IEP eligibility.

OP here. Thanks for the info. I was more concerned that he wouldn't get services if he didn't fall into one of the categories, I'm not worried about the assessments.

We just started seeing a psychologist that said he symptoms sounded like ADHD, so pursuing that now.

I had to push for him to qualify for services the first time, but his current school has been very supportive, so I'm probably worrying for nothing.

Anonymous wrote:If you don’t agree with a new disability category, don’t sign it. He can continue to receive services under DD. The school won’t like it, but you can do it. Just say you want another year under DD to let him mature and let a clearer picture emerge. Just allow the evaluations and listen carefully to what they say. The main thing is the services, not the disability label. They can’t change anything without your consent. I know a principal who kept her kid under DD for three more years. It can be done. Your agreement is needed for changes, otherwise he stays put under current conditions
.

Stay put protections, which is what you are talking about, are only triggered if you file for due process. Simply saying that you disagree isn't enough.

You are entitled to an independent education evaluation if you disagree with their evaluation.

If you don’t agree with a new disability category, don’t sign it. He can continue to receive services under DD. The school won’t like it, but you can do it. Just say you want another year under DD to let him mature and let a clearer picture emerge. Just allow the evaluations and listen carefully to what they say. The main thing is the services, not the disability label. They can’t change anything without your consent. I know a principal who kept her kid under DD for three more years. It can be done. Your agreement is needed for changes, otherwise he stays put under current conditions.

Anonymous wrote:OP here. That's my concern, I don't think he fits into any of those categories. He has trouble with things like following routines and directions, regulating emotions and reading social cues, and also struggles with writing tasks. He's academically advanced.

Emotional disability is another category.

OP- let the reeval happen. It will provide a wealth of information. I know you want to lock into an answer before he’s tested, but that is the point of the reeval: to gather the data and see where it leads.

Anonymous wrote:OP here. That's my concern, I don't think he fits into any of those categories. He has trouble with things like following routines and directions, regulating emotions and reading social cues, and also struggles with writing tasks. He's academically advanced.

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Have you done a neuropsych? My kid who was kind of like yours was diagnosed with ADHD, which preschool/K teachers were not expecting at that time but which turned out to be spot on. We had no trouble getting an IEP. He got support for anxiety and organization and some special education for writing. Advanced reading group, advanced math, later AAP--still no trouble getting the IEP.

OP here. That's my concern, I don't think he fits into any of those categories. He has trouble with things like following routines and directions, regulating emotions and reading social cues, and also struggles with writing tasks. He's academically advanced.

Sound like he has a Developmental Delay. One of the criteria is that it is for children under the age of 7. A re-evaluation is done because he will no longer meet the eligibility requirements for this disability.

Some areas where he might be found eligible:
Specific learning disability
Intellectual disability
Autism
Other Health Impairment
Traumatic Brain Injury
Blind/Visually impaired
Deaf/Hearing impaired
Speech/Language

My DS with social/emotional delays has an IEP, but is turning 7 soon so they are going to re-evaluate him (FCPS). I know the categories change at that age. Is anyone familiar with them? The only two I am aware of, I know he won't qualify for and he'll continue to need support in school.