Students with IEPs will undoubtedly have accommodations. You are probably used to seeing these! For students with physical impairments or chronic health conditions, however, the accommodations might look a little different. Consider these accommodations and how they may apply to your student.
Additionally, assistive technology can accommodate students by promoting independence and enabling access to classroom learning in a variety of ways. Assistive technology can be an IEP accommodation for students with disabilities, but due to the breadth of information in this ever-changing field, it seemed prudent to dedicate it to a separate page. Click the link to view assistive technology first, or circle around back to it after reviewing some other accommodations that your students with physical or health impairments may need.
The IEP will likely have some accommodations that you must follow. Consult the student's case manager for more details. However, there may be more accommodations needed that are currently listed on the IEP. Consider the following:
Time: When the student is missing instruction in the classroom, think about how this can be minimized as well as how to prioritize the times that he or she is in the room (see tangible barriers for additional info).
Does the student miss (or need to miss) instruction due to his or her disability?
When performing personal care routines like toileting
When transitioning between classrooms
When transitioning within the classroom
When eating lunch
During field trips
Scheduled breaks for rest or sensory concerns
Is the student frequently missing school?
Modified school day
Appointments throughout the week causing late arrivals or early dismissals
Frequent illnesses
Frequent medical appointments for other reasons
What instruction is the student missing most often?
Is he or she required to complete the work (in some capacity) upon his or her return?
Space: There may need to be modifications to the physical environment (see tangible barriers for additional info).
Does the student have the space necessary to safely and independently navigate within the classroom?
Where is the best place for the student to learn?
Near instruction to maintain focus?
Near the door for frequent arrivals and departures?
Next to (or far away from) certain other students?
Does the student need physical assistance with materials or positioning?
Pushing chair toward desk or table, etc.
Reaching communal items?
Is the student's workspace conducive to his or her learning?
Access to supplies independently
Workload: Especially if the student is missing out on time in the classroom, some accommodations may need to be made regarding tests and workloads.
Can the student reasonably finish all the work assigned to his or her peers
Consider time, space, and ability barriers
If not, what needs to be modified?
Can the student take tests like the rest of his or her peers?
Provide alternate assessment (or omit entirely)
Alternate grading may be required
Extended time
Format of assessment
Paper/pencil
Oral
Digital access
References
Heller, K. W., Forney, P. E., Alberto, P. A., Best, S. J., & Schwartzman, M. N. (2009). Understanding physical, health, and multiple disabilities (2nd ed.). Pearson.