Click on the link below to access the more detailed information.

Andrew Lee (2019) explains that, "The Individuals with Disabilities Education Act (IDEA) requires schools to provide special education and related services to eligible students. But not every child with learning or attention issues qualifies. To be covered, a child’s school performance must be “adversely affected" (para 1).

Here are some other things you need to consider:

Just because a student receives a medical or outside diagnosis, they may or may not get an IEP.  There has to be an educational need.  So, for instance, a student may be autistic but extremely high-performing.  This student may not need an IEP.  There has to be proof of an educational need.  There are a lot of students out there with “diagnosed” emotional disturbances who do not show an educational need.  So, basically, a diagnosis does not automatically mean that a student needs an IEP.  A diagnosis PLUS an educational need equals a need for IEP and services under IDEA.  

504 is much broader.  This is generally employed to cover kids who have some kind of need that might not be covered under official IDEA processes or that may be temporary—it can be as broad as kids who have asthma and need to have a management plan on file at the school all the way to kids who may not qualify under special ed but have needs to be addressed.  It could even cover a student who breaks his arm and needs to have his work transcribed or needs other services to fill his need while he is healing.  

So remember, both bipolar and depression MAY warrant an IEP, but only if there is an educational need.

These are several "fact sheets" for families and educators that contain some concise information about different conduct disorders.

These are American Counseling Association (ACA) Practice Briefs that address conduct disorder and ADHD. They are attached as PDF files. 

This article examines obsessive-compulsive disorder in the school setting specific to building a comprehensive guidance program. It is attached here as a PDF and is also available via the following link:  https://www.counseling.org/docs/default-source/vistas/article_17.pdf?sfvrsn=12

The Institute has also produced the following guide for teachers:

 Module 6 Dysfunctional Behavior Portrayed in Film.pdf

This toolkit has great information on formalizing the referral process and ensuring a solid protocol for supporting students and their mental health needs. It is attached here as a PDF. 

Although prevention is our ultimate goal, we must also plan for crisis response and recovery.  This document gives some great information on the different phases of prevention, response, and recovery and provides a ton of resources and samples to help you build your own program. It is attached here as a PDF and is available at the following link: