Thursday, April 21, 2016

IEP Blog Post #5: Accommodations and Modifications

Accommodations and modifications allow students on an IEP to access the general education curriculum. Accommodations and Modifications differ from one another. An example of a modification is a complete change to the curriculum. For example, if a student is struggling with accessing their 8th grade social studies curriculum, modifications to the curriculum can be put into place so that the student is still getting access to the core curricular concepts. For example, if a student is learning about the Oregon Trail in their 8th grade social studies class, the core concepts can be picked out of the curriculum that is being used. The teacher can then locate an alternative curriculum that is written at a lower grade level that places an emphasis on the major points that are being discussed in class. An accommodation is different than a modification. An example of an accommodation is allowing a student to read a book on tape rather than reading it orally. The student is still utilizing the same material, but an accommodation has been put into place to make that student more successful.

There are a variety of accommodation and modifications that can be utilized to allow a student to access the general education curriculum. Remember, all student are entitled to a Free and Appropriate Public Education in the Least Restrictive Environment, and accommodations and modifications should be utilized so that students with a disability can access the general education environment. Accommodations and modifications will look different for each student. Some students may need preferential seating due to a hearing impairment. Another student may need oral tests in place of a written test. The entire IEP team should be included in the conversation in regards to what accommodations and modifications should be implemented. The thought process should always be, “What does the child need in order to be successful in the general education classroom?” If the child is in a more restrictive environment such as a self-contained classroom, the thought process should always be what accommodations does this child need in order to be successful in this environment?”

My kiddo’s IEP was re-done in December of this year. I was adamant that certain accommodations be included in his IEP. My son needs breaks during his day. He has ADHD in addition to autism, so there are times that he just needs a few minutes to take a quick break. In my opinion, I feel like me son needs this accommodation in order to be successful. If not, mini meltdowns could possibly occur. I also advocated for my son to have a behavior tracking chart put into place. I helped develop the chart. My son has a visual behavior tracking chart on his desk so that he knows what color he is on throughout the day. Some additional accommodations that I advocated for my son to have are additional time on assignments and test directions read or re-worded. Being on the autism spectrum, there are times where my son needs to have things explained in a different way. In addition, he often needs extra time for think time. I played a huge part in advocating for all of the accommodations that are written into his IEP.

Always remember that you know your child best. You know what they need to be successful. You are an important member of the IEP team! All of your recommendations should be considered by the IEP team.



1 comment:

  1. Originally, the school put my son on a 504 plan instead of an IEP. I felt that this was hugely ignored, my son is 10 and able to verbalize his frustrations at school. There was no accountability with the 504. Do you have this in Washington and if so, what are your thoughts?