IEP Accommodations  -Also see DML blog at: http://dyslexiamylife.blogspot.com/?view=flipcard

IEP accommodations are adjustments to the way instruction is delivered or assessments are given so that students with disabilities can access their education and demonstrate their knowledge. These accommodations can range from allowing students to use assistive technology to providing extended time for taking tests. Additionally, accommodations may include providing a quiet and distraction-free environment, access to note-takers, and modifications to the curriculum. IEP accommodations ensure that students with disabilities can access their education to the best of their abilities and reach their full potential. 

Parents need to know that IEP accommodations are adjustments to the way instruction is delivered or assessments are given so that students with disabilities can access their education and demonstrate their knowledge. These accommodations can range from allowing students to use assistive technology to providing extended time for taking tests. Additionally, accommodations may include providing a quiet and distraction-free environment, access to note-takers, and modifications to the curriculum. Parents should also be aware that IEP accommodations must be tailored to the individual needs of the student and can include a variety of instructional approaches, assessments, and support services. It is important for parents to be aware of the accommodations available and to be actively involved in the IEP process to ensure their child’s needs are being met. 

A good IEP sample should include information about the student’s current level of performance and goals for the future. It should also include information on the accommodations and modifications that have been deemed necessary to support the student’s learning. Furthermore, the IEP should include a plan detailing how the student’s needs will be addressed. This plan should include information on the services, supports, and resources necessary to help the student achieve their goals. Additionally, the IEP should include a timeline for progress review and necessary updates. Finally, the IEP should include information on how the student’s progress will be evaluated and reported. 

Any accommodations, including supplementary aids and services that the student needs to assist them in special and general (regular and vocational) education, should be clearly listed and described in the IEP. This may include instructional modifications, assessment modifications, adaptive equipment, and/or assistive technology devices.

 NOTE: The term assistive technology devices means any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities.

 General Education Services and Nonacademic Activities

 Students with disabilities must be allowed to participate with their nondisabled peers to the maximum extent appropriate in general (regular and vocational) education, as well as nonacademic and extracurricular activities. The extent to which the student participates needs to be documented on the IEP. This may be done in the same manner as special education and related services.

 Placement

 Once a student's IEP has been developed, the next step is to determine where the student will receive the services outlined in the IEP. This decision is made only after the annual goals and short-term objectives have been agreed to. The student's placement must be based upon the student's goals and short-term objectives.

 The placement of the student must be in the least restrictive environment (LRE) appropriate for that student. When determining this, one must consider the following:

 that the student has the opportunity, to the maximum extent appropriate, to participate with nondisabled age-appropriate students in academic, nonacademic, and extracurricular activities;

that the student will be served in a setting as close as possible to which the student would be assigned if the student did not have a disability;

that the amount of time and the distance the student must be transported from his/her home is considered

that the student is removed from the regular educational environment only when the nature and severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved;

that consideration is given to any potential harmful effects the placement may have on the student;

that the placement provides the quality of services the student requires, and

the program/services specified in the student's IEP are appropriate to meet the student's needs.

The IEP committee should consider a continuum of services to determine the placement. Once chosen, a justification statement is needed to explain why the option was chosen. The continuum options include:

Option 1: Direct instruction and/or consultative services within regular/vocational education

Option 2: Direct instruction and/or consultative services within regular/vocational education with content instruction in a resource room

Option 3: Direct instruction and/or consultative services within regular/vocational education with content instruction in more special education classes

Option 4: Self-contained in a special education classroom with integration as appropriate

Option 5: Self-contained in a special education classroom with no integration into regular public school

Option 6: Separate public day school for students with disabilities

Option 7: Separate private day school for students with disabilities

Option 8: Public and/or private residential facilities

Option 9: Homebound

Option 10: Hospital

NOTE: Before special education and related services are provided to a student with a disability, an IEP must be in effect, including consent for initial placement. The IEP must also be implemented as soon as possible after the IEP meeting.

Finally, once the IEP has been developed/revised, the parent must receive a copy of the IEP at no cost and a copy of their procedural safeguards.

Confidentiality

Although the student's confidentiality must be ensured, the contents of the student's IEP should be shared with all instructional staff serving the student. The individual managing the student's IEP should review the IEP's goals and objectives, including accommodations, with all of the student's general (regular and vocational) education teachers. One must remember that these individuals are considered to have a bona fide educational interest in the student and, therefore, have access to all confidential information.