Education Law

Bipolar Disorder and IEP's by Amanda Windom

By Charles Fox

Bipolar disorder diagnosis in youth (under 20 years of age) drastically increased in less than ten years. A comprehensive study published by Archives of General Psychiatry found that in 1994-1995 twenty-five per 100,000 office based visits for youth resulted in bipolar diagnosis.  By 2002-2003 that number had risen to 1003 per 100,000 and experts say that by now it has almost certainly risen more.  Some experts believe that greater awareness is allowing kids access to treatment, while others feel the disorder is being over diagnosed reports The New York Times.

The Child and Adolescent Bipolar Foundation(CABF) explains how bipolar disorder in children may vary from that in adults.  For example, as opposed to having marked changes in mood and energy as adults do, children often have ongoing mood disturbance that is a mix of mania and depression.  Children with bipolar disorder are entitled to special education and an IEP if the disorder affects their ability to be educated.  The IEP should reflect supports necessary when the child is experiencing symptoms as well as when the child is relatively well.  Some necessary accommodations may include  an extra set of books at home, unlimited access to water fountain and bathroom, small class size, a one-on-one aide for assistance, or reduction in homework.  Click on the link for CABF for a more comprehensive listing of accommodations.

The Bipolar Child is a book written by Demitri Papolos, M.D. and Janice Papolos.  Included in the book is a mock IEP which can be accessed on their web site.  This mock IEP serves as a reminder that an IEP should not only incorporate educational goals, but must also include goals related to a child's social and emotional development.  This is critically important for bipolar children.  Another excellent resource for developing an IEP for a bipolar child is from the Juvenile Bipolar Research Foundation.  This site includes a listing of symptoms that children may experience and accommodations that may assist them in overcoming these challenges.  Most of the accommodations listed could easily be converted into IEP goals and benchmarks. 

More and more children are being diagnosed with bipolar disorder at earlier ages.  These children have a legal right to special education services that are appropriate to their needs.  IEP goals must be based on real life skills including educational and social development to help these students to have effective outcomes.

Full post as published by Special Education Law Blog on January 15, 2008 (boomark / email).