DO YOUR HOMEWORK. Before attending an IEP or Section 504 Plan meeting, learn as much as you can about how your child is functioning and what he/she needs. If your child has been privately evaluated, make sure you understand the findings and make sure the recommendations are relevant to school. If your child has been evaluated by the school district, try to discuss the results with the evaluator prior to the meeting to avoid surprise and to make sure you understand it.

DO MORE HOMEWORK. Before the first IEP or Section 504 meeting, make sure you understand the difference between IDEA (special education) eligibility and eligibility under Section 504.

DO EVEN MORE HOMEWORK. Learn what you can about the accommodations and services that your child needs and which may be available from the school before you attend the meeting. You can be a more effective advocate if you know what to advocate for. Goals and objectives for an IEP need to be relevant, realistic, and measurable.

BE PREPARED. Come to the meeting with a clear understanding of why it has been called, who is going to be there, and what is to take place. You are entitled to receive a written advance notice of the meeting, who has been invited, and its purpose.

BRING YOUR WISH LIST. Don't just react to the school's proposals. Come with ideas of your own, based on your knowledge of your child and of the school.

MAKE SURE ALL PROMISES ARE DOCUMENTED IN THE PLAN. All services, accommodations and modifications should be documented in the plan. If they aren't written down, you can't enforce them.

BRING YOUR SPOUSE, RELATIVE OR FRIEND. It is always helpful to have someone with you to: a) provide moral support, b) be a good second listener, and c) take extensive notes, so you can participate without having to worry about notes.

BRING YOUR INDEPENDENT EXPERT. It is often helpful to have the private diagnostician or therapist participate in the meetings. This must be discussed with the clinician and determined on a case by case basis.

DON'T BE AFRAID TO ASK LOTS OF QUESTIONS. You have a right to participate fully in the meeting and to have anything you don't understand explained to you. If you run out of time, you can request that the meeting be reconvened to allow for further discussions

THE DEVIL IS IN THE DETAILS. Make sure the plan identifies who will be responsible for implementing each aspect of the plan, when it will be implemented and how it will be monitored and evaluated. Build in an information feedback loop so you are informed on a periodic basis of how it is working.

MANAGE BEHAVIOR PROBLEMS. If your child is having behavior problems, make sure the plan includes a behavior management plan, which should focus as much as possible on positive reinforcement. Consider requesting a functional behavioral analysis if needed to get a better understanding of your child's behavior.

OHI IS AN OPTON. Many schools will only consider students with AD/HD for Section 504 eligibility. Eligibility for special education under the Other Health Impaired category is also an option, depending on the needs and functioning of the child. Get the September, 1991 Department of Education policy letter on AD/HD.

GET/KEEP THE RECORDS. Make sure you get a copy of the report of the meeting and the IEP or Section 504 Plan. Keep all report cards, meeting reports, correspondence, and behavioral or disciplinary records. You may need them later.

WHERE POSSIBLE, WAGE PEACE. Everyone loses in adversarial proceedings. Work collaboratively with school staff as much as possible. Give school staff recognition for their positive efforts Avoid making it personal if there is a problem. If disputes arise, mediate wherever you can.