IEP for ADHD in Indiana: What Your Child Can Actually Get Under Article 7

Your child has an ADHD diagnosis and a 504 plan that isn't moving the needle. Or the school told you a 504 is all ADHD qualifies for. Neither of those things is accurate. Indiana students with ADHD can qualify for an IEP under the Other Health Impairment category — and an IEP gives your child substantially more than a 504. Here is what the ADHD IEP process looks like in Indiana and what you should actually be asking for.

ADHD and the Other Health Impairment Category

In Indiana, ADHD is evaluated under the Other Health Impairment (OHI) disability category in 511 IAC Article 7. OHI covers students who have limited strength, vitality, or alertness — including heightened alertness to environmental stimuli — due to a chronic or acute health problem that adversely affects educational performance.

ADHD fits this definition because it directly affects a student's ability to sustain attention, filter distractions, regulate behavior, and complete tasks — all of which are prerequisite skills for learning.

To qualify for an IEP under OHI, your child must meet two criteria:

1. Have a chronic condition (ADHD) confirmed through evaluation
2. Have educational performance adversely affected by the condition in a way that requires specially designed instruction

The second criterion is where the school may push back. They may argue that the ADHD is sufficiently managed or that the academic impact doesn't rise to the level requiring specially designed instruction. This is worth contesting if your child is significantly below grade level or has processing deficits that aren't being addressed.

The Difference Between an IEP and a 504 for ADHD

A 504 plan provides accommodations — extended time, preferential seating, breaks, reduced visual clutter. These change how your child accesses the curriculum but not how instruction is delivered.

An IEP provides specially designed instruction — the content, methodology, and delivery of instruction are specifically modified for your child's needs. For students with ADHD, this often means:

• Small group or resource room instruction where pace and structure match the student's needs
• Explicit instruction in organizational and executive function skills
• Reading or writing intervention if working memory and processing speed deficits have created academic gaps
• Counseling services if anxiety or emotional dysregulation is part of the picture
• Goals with measurable criteria that track real academic growth, not just participation

If your child is behind grade level in academics and a 504 hasn't closed the gap after a full year, an IEP is almost certainly a more appropriate support level.

IEP Accommodations for ADHD in Indiana

An IEP can include all the same accommodations a 504 provides, plus specialized services. Strong IEP accommodations for ADHD include:

Instructional accommodations:

• Instruction delivered in a small group setting (resource room) for core academic subjects
• Chunked instruction with frequent comprehension checks
• Explicit teacher modeling before independent practice
• Choice boards and flexible response formats
• Graphic organizers and visual outlines provided before independent work

Time accommodations:

• Extended time on tests (typically 1.5x or 2x standard)
• Segmented tests across multiple sessions
• Extended deadlines for multi-step projects with scheduled check-ins

Environmental accommodations:

• Preferential seating near the primary instruction area, away from high-traffic zones
• Separate testing environment for standardized assessments
• Use of noise-canceling headphones during independent work

Executive function supports:

• Teacher-verified assignment agenda at the end of each class period
• Organizational systems provided and directly taught (binder, digital planner)
• Weekly parent-teacher communication check-ins during the school year

Behavioral supports:

• A behavior support plan if ADHD-related behaviors are significant
• Check-In/Check-Out system with a dedicated adult
• Token economy or point system for sustained attention during instruction

The Indiana IEP & 504 Blueprint includes a full accommodation framework for ADHD IEPs, sample goals for attention, organization, and executive function, and scripts for requesting an evaluation if the school has been deferring. Get the complete toolkit

How to Request an IEP Evaluation for ADHD in Indiana

If your child has an ADHD diagnosis and you believe they need more than a 504, submit a written request for a special education evaluation to your district's Director of Special Education. The request should:

• State that you are requesting a full and individual special education evaluation under IDEA
• Note the disability of concern (ADHD/OHI) and the educational areas being affected
• Request evaluation in all areas of suspected disability, including cognitive processing, academic achievement, and social-emotional functioning

The district has 10 business days to respond with a Prior Written Notice accepting or refusing the evaluation. If they accept, you sign consent and the 50-instructional-day clock begins. This is Indiana's timeline — stricter than the federal 60-calendar-day standard.

The evaluation for ADHD/OHI should cover:

• Cognitive assessment including working memory and processing speed (these are often where ADHD's academic impact is most visible)
• Academic achievement in reading, writing, and math
• Rating scales completed by parents and at least two teachers across different settings
• Behavioral observation in the classroom
• Review of medical diagnosis documentation
• Review of academic history and any prior 504 or intervention data

Indiana prohibits the "severe discrepancy" model for Specific Learning Disabilities. If a co-occurring SLD is suspected alongside ADHD — which is common — the evaluation must use pattern of strengths and weaknesses or RTI/MTSS data.

ADHD and Co-Occurring Disabilities

ADHD rarely travels alone. Common co-occurring conditions include:

• Specific Learning Disability in reading (dyslexia) or written expression
• Anxiety disorders
• Developmental Coordination Disorder (DCD)
• Social communication challenges

If the evaluation only addresses ADHD and ignores these areas, you have grounds to disagree and request an Independent Educational Evaluation (IEE) at district expense. A comprehensive neuropsychological evaluation — which a private evaluator can conduct — will catch what a limited school evaluation misses.

What Happens at the CCC Meeting

After evaluation, the Case Conference Committee meets to determine eligibility and develop the IEP. You are a required member of this team.

At the eligibility CCC:

• Ask for all evaluation reports at least 5 days before the meeting so you have time to review them
• If the team determines your child is not eligible for OHI, ask them to explain in writing — specifically, what aspects of ADHD are not adversely affecting educational performance and what evidence supports that conclusion
• If you disagree with the eligibility determination, state your disagreement and your intent to request an IEE or file a complaint

If your child is found eligible, the team moves to IEP development. Come with a list of the services, goals, and accommodations you want to discuss — don't wait for the school to present a completed document.

ADHD is a real educational disability that can qualify a child for substantial supports under Indiana law — far beyond what a 504 provides. The Indiana IEP & 504 Blueprint walks you through the full evaluation and IEP process for ADHD under Article 7, with the exact language you need to request what your child is entitled to.

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