Sample IEP Language & Accommodations

Understanding IEPs for the “Double Diagnosis”

Most schools understand either Autism or Bipolar, but rarely both. This appendix provides specific language you can use to ensure your child’s IEP addresses the unique challenges of AuDHD + Bipolar.

Present Levels of Academic Achievement and Functional Performance (PLAAFP)

Sample Language: Comprehensive Description

“[Student Name] is a [age]-year-old student diagnosed with Autism Spectrum Disorder (Level 1), ADHD, and Bipolar Disorder. [Student] experiences a combination of challenges related to both neurodevelopmental differences (autism, ADHD) and a mood disorder (Bipolar), which interact to create unique educational barriers.

Autism-Related Needs: [Student] experiences sensory sensitivities to fluorescent lights, loud noises, and unexpected changes in routine. [Student] benefits from advance notice of transitions and visual schedules.

ADHD-Related Needs: [Student] has difficulty sustaining attention during lectures and organizing multi-step assignments. Executive function support is required.

Bipolar-Related Needs: [Student] experiences mood cycling that impacts attendance, energy levels, and emotional regulation. During depressive episodes, [Student] may struggle to get out of bed or complete assignments. During hypomanic/manic episodes, [Student] may exhibit increased irritability, impulsivity, and difficulty sleeping, which affects concentration and behavior the following day.

Interactive Effect: The combination of these conditions creates a ‘super-additive’ effect. For example, sensory overload (autism) combined with sleep deprivation (bipolar) can trigger explosive outbursts that look like ‘defiance’ but are actually medical symptoms.”

Specific Accommodations for AuDHD + Bipolar

Sensory Accommodations

Crisis/De-Escalation Accommodations

  • ☐ “Pass to Counselor” Card: Student can self-initiate removal from classroom when feeling overwhelmed, without having to explain in the moment.
  • ☐ Non-Punitive Approach to Outbursts: Behavioral incidents related to documented mood episodes or sensory overload are addressed via support plan, not detention/suspension.
  • ☐ De-escalation Room: Access to a designated quiet space with dim lighting and minimal stimulation for recovery.
  • ☐ Advance Notice of Sub Days: When possible, notify student/parent if a substitute teacher will be present (routine changes trigger anxiety).

Executive Function Supports

Sample Goal 1: Emotional Regulation

“By [date], [Student] will identify early warning signs of mood escalation (using a mood scale of 1-10) and independently request a break or use a coping strategy (deep breathing, counselor visit) in 4 out of 5 observed instances, as measured by teacher/counselor report and self-monitoring log.”

Sample Goal 2: Academic Engagement During Depression

“By [date], [Student] will complete 70% of assigned work during documented depressive episodes, utilizing modified assignment formats (e.g., verbal responses instead of written, reduced length) as measured by grade tracking and teacher report.”

Sample Goal 3: Communication of Needs

“By [date], [Student] will communicate sensory or emotional distress to a staff member using visual cues (e.g., red/yellow/green card system) or verbal request in 8 out of 10 situations, as measured by staff observation.”

Behavioral Intervention Plan (BIP) Language

Trigger Identification

“School-based triggers for [Student]’s behavioral escalation include: (1) sensory overload (loud bells, crowded hallways), (2) unexpected schedule changes, (3) sleep deprivation due to bipolar cycling, and (4) peer conflict during heightened irritability (manic phases).”

Replacement Behaviors

“Instead of yelling or leaving class without permission, [Student] will: (1) use a ‘break card’ to request removal to the counselor’s office, (2) use noise-canceling headphones to reduce sensory input, or (3) communicate mood state using a visual scale (green = okay, yellow = struggling, red = crisis).”

Non-Punitive Consequences

“When [Student] exhibits behaviors related to documented autism, ADHD, or bipolar symptoms (e.g., sensory meltdown, mood-driven outburst), the response will be de-escalation and support, not punitive discipline. Suspension is removed as an option for behaviors directly related to disability.”

How to Request an IEP Meeting (The Strategy)

Don’t just send a generic letter. You need to build a case. Your request needs three key components to trigger the school’s legal obligation to act.

Step 1: Establish the “New Information”

Schools are busy. They generally only reopen IEPs if there is a significant change in the student’s needs. Your “New Information” is the Bipolar diagnosis. * The Strategy: Explicitly state that this is a new medical finding that the current IEP does not account for.

Step 2: Connect Diagnosis to Education

A medical diagnosis alone isn’t enough for an IEP; it must have an “educational impact.” You must explain how the mood cycling hurts their ability to learn or attend school. * The Strategy: Link the symptoms (mania/depression) to school outcomes (attendance, work completion, safety).

Step 3: The Specific Ask

Don’t just ask to “talk.” Ask for specific actions. This puts the school on a timeline (usually 30 days, depending on your state). * The Strategy: List exactly what you want to change (Present Levels, Accommodations, Behavior Plan).

The Template

Use this script, but customize the bullet points to match your child’s specific struggles this month.

[Your Name]
[Address]
[Email]
[Phone]

[Date]

[Principal’s Name]
[School Name]
[Address]

Re: Request for IEP Meeting - [Student Name]

Dear [Principal/IEP Coordinator],

I am writing to request an IEP meeting for my child, [Student Name], who is currently in [grade] and has an existing IEP under the category of [Autism/Other Health Impairment].

Since the last IEP meeting, [Student] has been diagnosed with Bipolar Disorder, which significantly impacts [his/her/their] educational performance. Specifically, [Student] experiences mood cycling that affects attendance, concentration, and emotional regulation. These symptoms interact with [Student]’s existing autism and ADHD diagnoses, creating unique challenges that are not currently addressed in the IEP.

I am requesting that we convene an IEP meeting within the next 30 days to:

  1. Update the Present Levels section to reflect the bipolar diagnosis and its impact on learning.
  2. Add accommodations specific to mood cycling (e.g., flexible deadlines, mood check-ins, modified attendance policy).
  3. Revise behavioral supports to ensure non-punitive responses to mood-related behaviors.

I will bring documentation from [Student]’s psychiatrist to support this request.

Thank you for your prompt attention to this matter. I look forward to collaborating with the IEP team to ensure [Student]’s success.

Sincerely,

[Your Signature]
[Your Name]

FAQs

Q: Can a school refuse accommodations for bipolar disorder? A: No, if bipolar disorder impacts educational performance, the student is entitled to accommodations under IDEA (Individuals with Disabilities Education Act) or Section 504.

Q: What if the school says “mood swings are behavioral, not a disability”? A: This is incorrect. Bipolar disorder is recognized under “Other Health Impairment” (OHI) in IDEA. Provide a letter from the psychiatrist documenting the diagnosis.

Q: Can my child have both an IEP (for autism) and a 504 Plan (for bipolar)? A: You can have one or the other, not both. If your child has an IEP, all conditions (autism, ADHD, bipolar) should be addressed within that single IEP.

Resources