I think it is difficult to get an IEP for ADHD alone. That normally would warrant a 504 plan, which is a bit different. If there is a documented learning disability, though, that should be enough to qualify for an IEP.
My son has an IEP for Asperger's/ADHD. When we had his end-of-kindergarten meeting, the team was relieved to learn that I had a diagnosis from a doctor for the Asperger's. They said they would have had trouble keeping him qualified without that. His ADHD was not enough, despite his numerous struggles in the classroom.
DS is in 2nd grade now. His IEP deals primarily with social issues. He receives about 30 minutes of Speech a week, where he does role-playing and other "peer oriented" activities. Otherwise his IEP delineates accommodations to help him not to become overwrought in the classroom. He is rigid and puts himself into his own little box sometimes. If things are not exactly how he thinks they should be, he gets upset and starts arguing with the authority figure.
Last year he probably would have been expelled if not for the protection offered by his IEP. An incident early in the year got him so worked up that he hit the teacher, which is an expellable (<--word?) offense. But since his IEP described exactly the behavior displayed, the school could not expel him without taking certain actions. A re-evaluation of his IEP and needs went a long way toward his finding success in first grade. Surprise! That's why he has an IEP. Duh.
What does an IEP look like? They vary as much as children vary. In general they consist of measurable goals with specific "yardsticks" and a timeline. So for example, my son's IEP is rewritten in January. One goal might be "By 6/2010, DS will follow directions as measured by behavioral charting and positive reinforcement with 70% accuracy in a 30 day period." The next period will extend to 11/2010. The final period will extend to the next meeting in January. The percentages increase each period, to 80% and then 90%.
It is important for the goals to include the measurement goal. Otherwise they are pretty useless. And the teacher has to chart the goals, which is where IEPs often break down. Teachers simply don't have the time to track the number of IEPs they are expected to be responsible for.
I actually just requested an IEP meeting (a couple of months early) because I don't think DS's new teacher is following it appropriately. Fortunately DS has matured to the point where his outbursts are few and easier to control. But he still needs that IEP, and his teacher has been making comments about his behaviors in class that lead me to think she doesn't understand his IEP at all.
For example, she made him sit out of an activity in order to finish a math paper. I said I would rather have him finish work at home than miss activities. She replied that he wasn't finished only because "he wasn't paying attention." Well, duh again. That's why he has an IEP. And it doesn't seem as though she is taking any steps to accommodate his needs.
Sorry to ramble on. Just one more thing: DS does not have specific academic deficits. He struggles with the work only because of his attention issues and his tendency to create his own boxes and then be unable to "think outside the box." So he gets stuck. So he does not have a learning disability, but his deficits do affect his academic success. Does that make sense?
DS '04 "Boogaboo"
DD '08 "Lilybear"