Autism & ADHD School Services in Michigan

Do autism and ADHD qualify for services?

Often, yes. Autistic and ADHD students can qualify for special education when their condition means they need specially designed instruction. Autism is one of Michigan's special education disability categories. ADHD frequently qualifies too, sometimes under "other health impairment," when it affects learning enough that the child needs special education.

One thing to hold onto: a diagnosis by itself does not decide this. The question the school team asks is whether your child needs specially designed instruction to learn. When the answer is yes, services should follow. Our plain-English guide to Michigan special education covers the evaluation process step by step, and the broader special education page shows how we help families.

IEP vs 504 plan: what each one gives

There are two main legal tools, and they are not the same.

An IEP (Individualized Education Program) is for a child who needs special education. It comes from the IDEA and Michigan's rules. An IEP includes services, measurable goals, accommodations, and strong legal protections. It generally offers more.
A Section 504 plan comes from federal civil-rights law. It is for a child who needs accommodations but not specially designed instruction. It provides changes like extended time or breaks, without the goals and services an IEP carries.

A simple way to think about it: an IEP is a program built around how your child learns, with goals and services attached. A 504 plan is a set of accommodations. For many autistic and ADHD kids who need instruction tailored to them, an IEP is the stronger fit. If eligibility is the sticky point, our note on emotional impairment eligibility may help, since some children qualify under more than one category.

Behavioral support: the FBA and BIP

For a lot of autistic and ADHD children, behavior support matters most. Two tools do the heavy lifting here.

FBA and BIP, in one paragraph. A Functional Behavioral Assessment (FBA) looks at why a behavior keeps happening, what sets it off, what the child gets from it, and what the child is trying to communicate. A Behavior Intervention Plan (BIP) takes those answers and builds a plan to support the child, teach better strategies, and respond consistently. When behavior is part of the picture, ask for both, in writing. A good behavior plan can be the difference between a steady year and a string of crises.

If you disagree with how the district assessed your child, you can request an Independent Educational Evaluation, often at public expense, and that evaluation can include a behavioral assessment. Here is how to request an IEE in Michigan.

What good services look like (and the red flags)

Services and accommodations look different for every child. These are common examples, not guarantees:

Specialized instruction built around how your child learns.
Speech therapy or occupational therapy.
Social-skills support.
Extended time and built-in breaks.
Sensory supports.
A paraprofessional, where the need is there.
Clear, measurable goals you can actually track.

Now the warning signs. Watch for:

Vague goals like "will improve behavior," instead of specific, trackable targets.
Services that shrink over time, with hours quietly trimmed at each meeting.
No behavior plan when behavior is clearly part of the picture.
A plan that looks fine on paper but is not followed day to day.

What to do when the school falls short

If the services are not there, or the plan is not being followed, you have options.

Document it. Keep the IEP, the evaluations, and every email, dated. Most cases that go well are the ones where the parent kept the paper.
Raise it in writing with the team. Put your concerns and your requests in writing so there is a record.
Request an Independent Educational Evaluation if you disagree with the district's evaluation. It can include a behavioral assessment, and is often at public expense.
Use Michigan's dispute options. When raising it directly does not work, the state offers formal paths, including a state complaint and a due process complaint, to hold the district to the law.

You do not have to figure this out alone. If you want a second set of eyes on your child's plan, reach out and send us the IEP and the evaluation.

Frequently asked questions

Does an ADHD diagnosis qualify my child for an IEP in Michigan?

Not automatically. A diagnosis alone does not create an IEP. What matters is whether your child's ADHD affects learning enough that the child needs specially designed instruction. When it does, ADHD often qualifies, sometimes under the category of other health impairment. The school team evaluates this. If your child needs accommodations but not specially designed instruction, a Section 504 plan may fit instead.

What is the difference between an IEP and a 504 plan?

An IEP is for students who need special education, meaning specially designed instruction. It includes services, measurable goals, and strong legal protections under the IDEA and Michigan rules. A Section 504 plan is for students who need accommodations but not specially designed instruction. It provides changes like extended time or breaks. An IEP generally offers more than a 504 plan.

How do I get behavioral support (an FBA and BIP) for my child?

Ask the school team, in writing, to conduct a Functional Behavioral Assessment (FBA). An FBA looks at why the behavior is happening. Based on what it finds, the team builds a Behavior Intervention Plan (BIP) to support your child. When behavior is part of the picture for an autistic or ADHD child, push for both. If you disagree with the district's view, you can request an Independent Educational Evaluation that includes a behavioral assessment.

What can I do if the school is not following my child's IEP?

Start by documenting what is and is not happening, then raise it with the team in writing. If that does not fix it, Michigan offers ways to resolve disputes, including a state complaint and a due process complaint. Keep copies of the IEP, evaluations, and school emails. A plan that looks fine on paper but is not followed is a problem the law takes seriously.

This page is general information about Michigan and federal special education law. It is not legal advice, and reading it does not create an attorney-client relationship. The details of your child's situation matter, and the law can change. For advice about your case, talk to an attorney.

Autism and ADHD at school: getting services that actually fit.