Who decides accommodations in an ADHD IEP meeting? 

ADHD IEP team decisions are made collaboratively by a group of educators, specialists, and the student’s parents or guardians. The goal of an Individualised Education Programme (IEP) meeting is to create a tailored support plan that meets the student’s specific needs related to ADHD. No single person makes the decisions alone every voice at the table matters. 

This school staff collaboration ensures that the plan reflects a full understanding of the student’s strengths, challenges, and learning environment. It also guarantees that all accommodations are practical, legal, and aligned with educational goals. 

Key Players in IEP Decision-Making 

Here’s who contributes to individualised planning and how parent involvement shapes the outcome: 

Parents or guardians  

You know your child best. Your input about daily struggles, emotional wellbeing, and learning history is essential. 

Classroom teacher(s)  

Teachers share insights on academic performance, classroom behaviour, and what strategies have or haven’t worked. 

Special education teacher or SENCO  

They provide expertise on learning supports, behaviour management, and how to structure accommodations. 

School psychologist or other specialists  

If assessments were conducted, they explain findings and offer evidence-based recommendations. 

In conclusion, ADHD IEP team decisions include services and accommodations such as extra time, breaks, or help with organisation should be included in the IEP and how they will be delivered. An IEP meeting is not just a checklist it’s a conversation about how to help your child thrive. 

Visit providers like ADHD Certify for personal consultations and expert guidance tailored to your unique situation. 

For a deeper dive into the science, diagnosis, and full treatment landscape, read our complete guide to Classroom accommodations for ADHD.