Enjoy the process. What I found is that here is where the strengths your learner does have will be visible, and the way your learner is learning is visible, and what areas are showing needs for supportive learning oppertunities.
Also you will be meeting the people who are going to be testing and have tested your learner, and you will get a lot of information.
If you have a choice on anything and are uncertain, ask. I prefer the IEP to 504 as the goals and benchmarks are very clear...
What I wanted, and recommend is that your learners IO, and not some school policy, set the benchmark...your learner need for support for completion, focus, redirection, who IS going to engage him IN SCHOOL to set the learning
pattern...for adhd completion is the ticket. If your learner is quick the fact is they will follow the pattern and avoid redoing work.
IF your learner is high IQ then eventually enrichment is the challenge.
What was not helpful were provisions where teacher does not follow through.
Telling the adhd and then TELLING THEM LOUDER (like talking loudly to the deaf or a forgien language speaker) is not a provision.
Passing the hot potato (ie, mom, you do it) and admiring the problem(the adhd person does that) are not solutions. The aids are in the steps where the learner IS engaged.
Get in home help asap if/when assignments are problematic. The side effect of
an adhd, or any, learner who is learning to act up to avoid is just bad practise.
Exhausting and futile.
The improvements possible are simply out of this world joyful for a parent.
When the As start up it is all parental joy all the time.
It could happen to you.