Hacking Your ADHD

Episode: "My IEP Hero" with Erika Levine

Host: William Curb
Guest: Erika Levine, Special Education Professional and Occupational Therapist
Release Date: February 23, 2026

Episode Overview

This episode of Hacking Your ADHD explores practical advocacy and insights around IEPs (Individualized Education Programs), 504 plans, and how parents can become more effective advocates for children with ADHD and other learning differences. William Curb interviews Erika Levine, who combines her experience as an occupational therapist and a parent of neurodiverse children to help demystify the IEP process. Erika shares personal stories, clarifies legal rights, and introduces her tool, My IEP Hero, designed to empower families.

Key Discussion Points & Insights

What is an IEP? (02:08–03:41)

• IEP Definition:
  Erika explains an IEP as a tailored, legally-binding education plan for K–12 children with special needs. It sets individualized academic or behavioral goals and specifies supports and accommodations.

  • Quote (Erika, 02:20):
    “An IEP is basically a specific, tailored individualized education plan for kids K through 12... it's created by a team... and the schools need to legally adhere to this. This is a legal binding document.”

• Why Individualization Matters:
  Each IEP is unique; generic approaches don’t address individual needs because “everyone’s diagnosis comes with their own quirks and what’s hard and what’s not” (William, 03:41).

IEP vs 504 Plan (03:54–04:45)

• IEP:
  Focuses on both academic and behavioral needs, includes specialized instruction.
• 504 Plan:
  Targets behavioral accommodations (e.g., extra test time, movement breaks) for students labeled “other health impaired” or with ADHD.
  • Quote (Erika, 04:14):
    “A 504 plan is more tailored to behavioral needs and accommodations... like longer test time, being able to get up and move freely about the classroom, having instructions read to them, having a smaller setting during testing.”

Navigating the System: Accommodations & Advocacy (05:05–07:16)

• How to Start:
  Step 1: Have the child formally evaluated by a developmental pediatrician or psychologist.
  Step 2: Meet with the IEP team to determine necessary supports.
• Examples of Accommodations:
  Extended test time, smaller groups, instructions read aloud, freedom to move, access to sensory tools.
• Parental Empowerment:
  “Anything that you suspect to be reasonable is reasonable to ask. You are the professional on your own child.” (Erika, 06:53)
• Common Misconceptions:
  Many parents don’t know they can request accommodations, or that every IEP should reflect individual, not just academic, needs.

Masking, Meltdowns, and Invisible Challenges (07:37–10:45)

• Home vs School Behavior:
  Kids often “mask” their stress at school and release it at home with meltdowns or unusual behaviors.

  • Notable Moment (Erika, 07:37):
    “She’s an expert at masking things... She comes home and the wheels fall off. She’s like licking the wall, climbing the wall, eating things she shouldn’t.”

• Why Masking Matters:
  Children who appear to function well in class may be struggling, which is overlooked because “nothing is impeding this child’s learning—they’re fine.” (Erika, 07:54)

• Physical Symptoms as Stress Signals:
  Teachers should recognize when ailments like a “stomachache” are signs of underlying distress, not just physical complaints.

Systemic Barriers and the Need for Parental Advocacy (09:15–14:42)

• Systemic Flaws:
  The education system often lets kids “float by” if they’re not visibly struggling, leading to regressions and a lack of retention.

  • Quote (Erika, 09:15):
    “The system is set up for failure. So let this child just float by... They’re holding it together in school, but at home or on breaks, they regress completely.”

• Schools as Gatekeepers:
  Admin reluctance to provide IEPs due to cost and staffing pressures is a common barrier.

  • Quote (Erika, 12:51–13:41):
    “A lot of schools will not go the extra step... If they don’t have the staff for it, they have to go out and find the staff to accommodate this child. And parents just don’t know that.”

• Advocacy is Essential:
  Many parents are denied services after an initial “no,” not realizing they’re entitled to request further action—like independent educational evaluations, sometimes at the school’s expense.

My IEP Hero: Bridging the Gap for Parents (10:46–12:03)

• Purpose of the Tool:
  Developed to help parents navigate educational jargon and understand their rights at IEP meetings.

  • Quote (Erika, 10:52):
    “My IEP Hero is a parent facing tool... just to help navigate the ins and outs and knowing what your child is legally entitled to.”

• Making Advocacy Attainable:
  Many families lack access to professional advocates. The tool is designed to make the system more accessible to all.

Real-Life Scenarios: When Kids Don’t “Qualify” (15:05–18:17)

• The Twice-Exceptional Dilemma:
  Gifted students with executive dysfunction or anxiety may be denied services if they perform academically, despite outside struggles.

  • Quote (Erika, 15:05):
    “I have a child who is twice gifted... very capable, grades are great, but executive functioning is problematic. Their disability is not impeding their learning in school, but in real life, outside of school, this child is falling apart.”

• Next Steps After Denial:
  Parents can request an Independent Educational Evaluation (IEE), often funded by the district. This evaluation is more thorough and can reveal needs missed by school-based testing.

Personal Stories and Why Advocacy Matters (18:36–20:29)

• Erika’s Childhood Experience:
  Her own mother, an immigrant, had to fight for basic supports despite Erika “presenting fine” in school. After persistent advocacy, she got the help she needed and, years later, advocates for her own four children.
  • Quote (Erika, 18:36):
    “My mother was the one who advocated for me tooth and nail... And then, you know, fast forward a million years, here I am with four kids of my own... just seeing how, wow, you can really just let the kids just slip under the radar.”

Final Thoughts and Takeaways (20:32–21:02)

• Erika:
  “Thank you for your time. And I hope that you will find my IEP hero as beneficial as we do.” (20:38)

• William:
  The IEP is a legal mandate, not a suggestion. The process is a team effort, and parents can push for outside evaluations if denied at first. “We want to focus on our children thriving, not just passing by through school.” (21:01)

Notable Quotes

• “Anything that you suspect to be reasonable is reasonable to ask. You know your child the best. You are the professional on your own child.” — Erika Levine (06:53)
• “She’s an expert at masking things and she holds it together. She’s a rubber band child in school. She comes home and the wheels fall off.” — Erika Levine (07:37)
• “Advocates can be very costly. Some families cannot access this. Some families don’t even know that an advocate exists. So this is a tool to help make this more attainable.” — Erika Levine (13:56)

Timestamps for Key Segments

• [02:08] - What is an IEP?
• [03:54] - IEP vs 504 Plans
• [05:05] - How to Begin: Evaluation and Accommodations
• [07:37] - Masking and Home Behavior
• [09:15] - Systemic Barriers and Meltdowns
• [10:46] - Introducing My IEP Hero
• [12:51] - Schools’ Reluctance & Parental Rights
• [15:05] - Twice-Exceptional and IEE
• [18:36] - Erika’s Personal Advocacy Story
• [20:32] - Final Thoughts

Summary for New Listeners

This episode is a must-listen for any parent, educator, or advocate seeking clarity on the IEP process, understanding key legal rights, and the importance of advocating beyond academic performance. Erika Levine combines professional knowledge with lived experience, equipping listeners to walk into IEP meetings prepared and confident, knowing that thriving—not merely surviving—is possible for kids with ADHD and other challenges.