Accommodations & Modifications
Accommodations change how your child learns and is assessed. Modifications change what your child learns and are assessed.
Every IEP has an accommodation & modification section. 504 Plans have them as well. Accommodations and modifications are the small changes that happen in the classroom that allow your child to access the curriculum and/or school day/
Accommodations change how your child learns and is assessed. Modifications change what your child learns and are assessed.
For example, a child who has slower processing than their peers may get extended time on assignments and tests. They complete the exact same assignments and still take the exact same tests as their peers, but they are not expected to complete it in the same amount of time. This is a change to how your child is assessed (extended time instead of standard time) so it is an accommodation. If a child in 4th grade is given a 2nd grade-level text to read, what your child is learning has changed, so this is a modification.
Accommodations and modifications should be specific to your child’s needs and strengths. In other words, if your child is a visual learner, but struggles with auditory input, accommodations could include things like ‘visual supports and checklists’, but shouldn’t include things like ‘repeat auditory directions.’
There are endless accommodations that can be written in the IEP. Sometimes we see incredibly long lists of accommodations, with only a few that the child actually needs and uses. Sometimes, we might see accommodations that require your child to do something that’s hard for them, and the accommodations actually work against them.
I LOVE accommodations in IEPs and 504 Plans because they are simple, quick supports or changes that can be made to the child’s school day that can lead to huge changes in their learning. Unlike most (but not all) special education goals that have to be delivered by a special education teacher or service provider, any teacher can provide accommodations!
Take a look at your child’s IEP or 504 Plan. Does it have accommodations that meet their unique needs?
Are they what your child needs?
Are they what your child uses?
Do they align with your child’s strengths?
Let’s focus on strengths and learning preferences to create helpful and supportive accommodations. We can write creative, targeted, and clear accommodations that use your child’s strengths so they can be successful and included in the classroom.
What accommodations do you see in your child’s IEP? We can work together with the IEP team to make sure those accommodations are exactly what your child needs. Reach out if you want support going through your child’s IEP and identifying the best accommodations for them.
IEP Meeting Tips – 3 steps to follow after the meeting
You did it! You had a successful IEP meeting where you were a collaborative member of the team. You have a great IEP that meets the unique needs of your child and prepares them for further education, employment, and independent living. But you are not quite done yet. Follow these steps to wrap up after the meeting to make sure that IEP is implemented and working.
- Make sure everyone has the final copies.
- The IEP you had going into the meeting was the draft. Now that the meeting is done, there should be a ‘finalized’ version of the IEP. This finalized version is what the team will implement. Also, if there were any other documents discussed during the meeting, make sure you have copies of those too. Keep these organized in a phsyical IEP binder, or a computer folder so you can access them easily throughout the year.
- Double check with the case manager that all of the adults your child works with has a copy of the new IEP. Some adults, like aides, lunchroom staff, office staff, and others may not have access to students’ IEPs. Work with the case manager to make sure everyone knows about the new IEP and has a copy.
- After a few weeks, ask for data
- No matter how great the IEP meeting went, we want to make sure the IEP is working. You can ask for progress monitoring data (information on your child’s progress towards their goals) at any time. Just remember, that goals are long-term. Don’t expect your child to be meeting the benchmark right away, but we do want to see progress towards the benchmark and goal.
- Keep the team updated
- If there are any changes at home that affect your child, share with the team. You are the expert on your child and their needs and the school team wants as much as that information as you are willing to share. Keeping the school team updated helps them support your child. You don’t have to wait for the next IEP meeting (a year from now) to give updates.
- If there are major changes, or if you want to hold another IEP meeting, you can. You don’t have to wait the full year to meet again. If you think meeting again is the best next step, ask the case manager for an IEP meeting and be clear about you concerns and why you want this meeting.
As always, keep a positive attitude and thank the team for their work with your child. When you keep a collaborative attitude, the team feels less defensive and is more willing to work with you.
What else do you do after IEP meetings? Let me know in the comments!
Want support building collaborative relationships with your child’s IEP team? Let me know what you need!
IEP Meeting Tips – 6 Tips to follow during the Meeting
No matter how well prepared you are for the IEP meeting, you might still feel stressed. This is especially true if it is your first meeting, or if you have had negative experiences in the past.
Remember, you are an equal member of the IEP team and your involvement is required. If you followed my 10 Tips to prepare for the IEP meeting, then you are ready to follow these 5 tips during the meeting to be a collaborative team member to get the best IEP for your child.
- Thank the team.
- Start with a positive attitude and thank the team for working with and supporting your child. Let them know that you are here as a collaborative team member to help bring creative solutions to the table that best help your child. This let’s the team know that you are not there to judge or fight them, and that you are a part of the decision making and helps set the tone for a successful meeting.
- Follow Along.
- Bring the draft IEP, the previous IEP, your notes and questions, and the agenda to the meeting. Follow along in the actual IEP document using the agenda as a guide. If a section is skipped or you get lost, stop and ask the team to clarify what section they are in.
- Ask questions.
- If you emailed questions before the meeting, then most of your questions should already be answered, but if they were not, ask them again! The draft may have changed slightly since you got it, so if there are new terms or phrases you don’t understand, ask them to explain. If there is an accommodation, goal, or any other support that doesn’t make sense for your child, ask them to explain it.
- Clarify Services.
- When will your child receive the services the team explained? How will they teach the goal? Where will these services take place?
- Participate in the discussion.
- IEP meetings should not be the teachers reading the IEP at you, telling you how things are. IEP meetings should be a discussion of your child’s strengths, needs, supports, and services that meet their unique needs and prepare them for further education, career, and independent living. The teachers may be the experts in their fields, but you are the expert on your child. Be a part of the discussion by letting the team know if you think the supports and services will meet their needs and what else your child may need to be successful both in and out of school.
- Remember that you are an equal member of the IEP team.
- You can can direct the meeting just as much as anyone else there. If something doesn’t feel right, it is always ok to stop and reconvene. If you do need to stop the meeting, make sure the team knows why, knows what information must be gathered before the team reconvenes, and set a timeline. Remember, stopping the meeting isn’t always a bad thing. Sometimes more information is needed before the best decision can be made for your child.
What other tips and tricks do you have for successful IEP Meetings? What was your best IEP meeting?
Share them in the comments below!
Want more information about IEP Meetings, providing your input, and building collaborative teams? Reach out with any questions you have!