IEP Accommodations and Modifications

Accommodations and Modifications - Help your child access general curriculum:

Almost any academic content can be presented with accommodations which will give the child an 'equivalent' learning experience. For example, a child who lags behind in reading ability can learn the same social studies, science, grammar, vocabulary words, math and other subject content as typical children. The child is capable of comprehending the material, but content must be presented in a format other than printed text. A reading disability itself does not limit a child's ability to learn. Thus, having all content presented via videos, read aloud text, play acting, or books on tape is a means of accommodating the child for his disability. The accommodations provide equal educational learning opportunity.

Conversely, it would be unfair to present everything in written form, and dismiss the child's inability to read. For reading itself, modifications would be required until the child has been taught to read. While classmates may be reading chapter books, or involved stories, a child with reading difficulties may be learning to read three letter syllables. This is a "modification" and should only be used for a short duration when teaching the child to read. Exposure to great literature should still be provided to all children "equally" through books on tape, read alouds, etc. since the knowledge of great literature builds a foundation for future educational activities. The inability to read does not limit a child's ability to comprehend great literature.

Thus, when developing accommodations or modifications, you should always be mindful of a child's ability to comprehend content. The goal is "equal learning through *any* path".

When deciding what to write, your question should be "Can my child learn this? If so, how can we teach it to him so that he can learn?"

Look at what the IEP team has written.: Is the content the same content taught to the whole class?
Is the content a "watered-down" version of what's being presented to other children? Is this necessary?
Is the information the same, but just in a different form?

When considering accommodations, think of the child's "learning style".: Do modifications take advantage of the child's strengths listed in the PLOP statement?
Can visual/auditory/tactile presentation help the child learn?
Does moving his body help the child learn?
Is there a different, more active or hands-on way to present information?

To help you find accommodations that might suit your child, you may want to visit www.fape.org or look at their list of "School Accommodations and Modifications".

List at least seven accommodations which will benefit your child and make learning easier.

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Accommodations & Modifications