Beyond the Hyperactivity, ADHD through the School Years

Beyond the Hyperactivity, through the School Years

Podcast: Special Ed IEPs, 504s, Oh My! Conversations with DCSEAC Host: Meredith Guest: Dr. Erin Grell, School Psychologist Co-Host: Kelly, DCSEAC Board Member (parent of 6 children with ADHD) Duration: 34 minutes

Episode Description

Diving deep into ADHD in schools—how it really shows up and how it changes from elementary to high school. The difference in symptoms and supports is huge, and getting the right plan is everything.

Key Topics & Timestamps

Introduction (0:00-1:16)

• Dr. Erin Grell: 14 years as school psychologist in Douglas County

Diagnosis & Identification (1:16-5:03)

• ADHD as educational identification (Other Health Impairment)
• Medical vs. school-based evaluation
• Parents don't need answers—just say "I'm worried"

Common Misconceptions (5:03-5:39)

• Medication isn't the only solution

IEP vs. 504 Plans (5:39-6:35)

• 504s: Accommodations (extra time, checklists, tools)
• IEPs: Direct services (OT, mental health, speech)

Early Elementary Signs (6:35-7:45)

• Hyperactive: Can't "turn it off" when needed
• Inattentive (girls): Daydreaming, often missed

The "Label" Concern (7:45-9:00)

• Focus on needs, not labels

Inattentive ADHD (9:45-11:15)

• Can appear oppositional
• Masking in older students causes fatigue

Executive Functioning (11:15-13:20)

• Writing most impacted

Twice-Exceptional Students (13:40-15:13)

• ADHD students often gifted in specific areas
• GT coordinator now supports IEP students

Middle & High School (15:13-17:10)

• Hyperactivity decreases, inattention worsens
• Tasks become complex and independent

Pathways to Success (19:30-20:44)

• 21 pathways beyond college
• Backwards planning for careers

Advocacy (20:44-23:15)

• "He's doing the best he can"
• Build relationships with staff
• Request transition meetings
• Attend school events

Homework & Medication (23:15-27:41)

• Study skills classes available
• Minimal homework in middle/high school
• "Write supports for the brain he was born with"
• Can't remove supports because interventions work

Classroom Strategies (27:41-28:45)

• Self-monitoring increases awareness
• Must be ongoing
• Benefits all students

Self-Advocacy (28:45-30:53)

• Include students in IEP process
• Find connecting teachers
• Community gatherings help

Post-High School (30:53-33:05)

• 18-year-olds may not be ready to adult alone
• Scaffolding essential

Resources:

• Programs: MTSS, School Success classes, Peak at the Pack, Legacy career pathways
• Disclaimer: This podcast provides general information and personal experiences. Always consult with your child's educational team and healthcare providers for specific guidance.