Overview
This lecture explains the process and principles for selecting instructional and testing accommodations for students with disabilities, emphasizing individualized, needs-based decision-making by the IEP team.
The Role of the IEP Team
- The IEP (Individualized Education Program) team is responsible for selecting appropriate instructional and testing accommodations.
- The team must first identify the specific barrier affecting the student's academic performance before choosing an accommodation.
- Required IEP team members include parents, general and special education teachers, a school district representative, and a professional who interprets assessment results.
- Other professionals, such as related services personnel and the student (when appropriate), may also participate as needed.
Types of Accommodation Categories
- Accommodations are grouped into four categories: presentation, response, setting, and timing/scheduling.
- Presentation accommodations alter how information is delivered (e.g., large print, audio books).
- Response accommodations change how a student can respond (e.g., speech-to-text, oral dictation).
- Setting accommodations modify the learning environment (e.g., preferential seating, separate testing room).
- Timing and scheduling accommodations adjust when or how long tasks are completed (e.g., extended time, frequent breaks).
Selecting an Appropriate Accommodation
- Selection should be based on the student's individual strengths, needs, and the specific learning barrier.
- Accommodations must address access skills required by the task and not be based solely on disability category.
- The selection process may involve trial and error to determine effectiveness and student acceptance.
- Over-accommodation can be harmful; more is not always better.
Principles and Best Practices
- Accommodations must be individualized and re-evaluated with different content or testing situations.
- Avoid assuming what works for one student or subject will work for another.
- Involvement of teachers and the student increases the relevance and use of chosen accommodations.
- Documentation of chosen accommodations is required in the IEP or 504 plan.
Key Terms & Definitions
- IEP Team — A multidisciplinary group that develops and monitors a student's Individualized Education Program.
- Accommodation — A support or service that allows a student with a disability to access curriculum or assessments.
- Presentation Accommodation — Changes how information is presented to the student.
- Response Accommodation — Changes how the student can complete assignments or assessments.
- Setting Accommodation — Changes where or how instruction or assessments take place.
- Timing/Scheduling Accommodation — Changes the timing or scheduling of instruction or assessment.
Action Items / Next Steps
- Review and document all selected accommodations in the student's IEP or 504 plan.
- Regularly evaluate the effectiveness of each accommodation and adjust as needed.
- Engage students in the accommodation selection process to promote self-advocacy.