Accommodations in IEPs
Friday January 9, 2009
If you have a child with special needs and an IEP has been developed, then you are probably quite familar with the term accommodations. In fact, accommodations are a large part of the 'action' in an IEP. Accommodations usually occur in 3 areas: Instruction, assessment and in the environment.
Instructional accommodations include paired groupings with helpful peers, graphic organizers, extra time, more clarifications and repetitions, technology options etc. Environmental accommodations will include preferential seating, noise reductions, assistive equipment, alternative work spaces etc. and Assessment accommodations will include additional time, oral responses, computer options, augmentative support, additional breaks, scribing etc.
These are just a few samples of what some accommodations will look like in the IEP. For additional information see the full list.
Comments
Sue, one of the accomodations that works with my kids is preferential seating in the BACK of the room. They are less prone to turn around, since no one is there to mess with, all the action is in front of them, and they feel less pressure to be in the teachers face all the time.
I have posted the first chapter of my novel about the fun adventures of a veteran middle school special ed teacher on my blogsite, www.tomsboomertimes.blogspot. Come on by and take a look. It is due to be published this spring. Take care. Tom
I too use “preferential seating” in my classes… and for one student it is in the very last row, which is up against the wall. Why? Well… he turns around 180 in any other seat/row that I put him in. He is facing forward now and attending to the instruction and tasks so much more. It’s been much better for him.
The school my son was going to refused to follow his IEP. I now homeschool him. He has improved by two levels in three months time. What do you do to get a school to follow the IEP?
You should inform the school principal and teacher in writing of the problem. State your concerns respectfully but firmly. Let them know that you will proceed to due process rights if they cannot meet your requests to fully implement the IEP. You’ll find some legal information at wrightslaw.com
Best of luck.
You should inform the school principal and teacher in writing of the problem. State your concerns respectfully but firmly. Let them know that you will proceed to due process rights if they cannot meet your requests to fully implement the IEP. You’ll find some legal information at wrightslaw.com
Best of luck.