IEP Accommodations
Unlock the potential of your child's education with IEP Accommodations
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 provide 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 provide 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 that they can include a variety of different types of instruction, 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 needed by the student to assist the student in both 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 given the opportunity to participate with their nondisabled peers to the maximum extent appropriate in general (regular and vocational) education, and 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 ageappropriate 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
that the program/services as specified in the student's IEP is appropriate to meet the student's needs.
To assist in determining the placement, the IEP committee should consider a continuum of services. 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 regulare/vocation education with content instruction in a resource room
Option 3: Direct instruction and/or consultative services within regular/vocationaleducation with content instruction in a 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 in 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 Also, the IEP must be implemented as soon as possible following 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 student confidentially 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, as such, have access to all confidential information.