Enter Overview
In this mini-workshop, we will examine what it means to apply an IEP as a general education teacher. General education teachers are crucial to the successful implementation of any IEP, especially in an inclusion setting, so it’s important to know how to take the language in the document and apply it to your own classroom. By the end of this power-up and application activity, you will be able to identify relevant accommodations and modifications, as well as how to implement them in your classroom.
Essential Questions:
Enter Essential Questions
What is the difference between accommodations and modifications?
How can you implement accommodations and modifications effectively?
How do you identify if accommodations and modifications are working?
Apply accommodations and modifications for individual students to provide appropriate support in the classroom.
Review the learning outcome and consider how improving your ability to apply accommodations and modifications will advance learning in the classroom.
Download the slide deck for review and notetaking - PDF Slide Deck
Watch this Video on Applying IEPs in the Classroom (18 minutes)
Complete the Practice Activity to reflect on what you have learned.
Complete the Application Activity.
Application Activity (30-60 mins):
Choose a student you work with who has an IEP. Identify the appropriate accommodations and/or modifications for your classroom.
Create a plan detailing how you will make the accommodations and/or modifications for the student in question. Be sure to include concrete steps you will take and team members with whom you will discuss the student’s progress.
Implement your plan and discuss both the steps you have taken and the student’s progress with at least one member of the IEP team (special educator, related service provider, administrator). After discussing with at least one member of the IEP team, respond to the following prompts (in writing or video):
What progress did you see from the student when you implemented your plan?
How could you adjust your plan to better support the student?
What was the feedback you received from the team member with whom you discussed your work?
Submit the plan you created (with any identifying information redacted) and your responses to the prompts, as evidence of having achieved the learning objective.
References: Stetson & Associates, Inc. (2011) Frequently asked questions about inclusive education.
Recommended Resources:
Special Education Resources for General Educators (SERGE)