Accommodations Mean Access

Before I understood the process of the Individualized Education Plan (IEP), I assumed IEP goals were the end all, be all. In fact, my own son’s preschool IEP includes solid IEP goals, but leaves much to be desired for specific accommodations. An IEP must include any peer-reviewed research techniques that will allow the child to meet IEP goals and make progress in the general education curriculum.

Today I’m going to tackle accommodations as a way to access the general education curriculum and make progress on IEP goals. It’s important to note the difference between modifications and accommodations. Modifications change what a child is taught or is expected to learn, whereas the accommodations only changes how the student learns the required curriculum.

Read Related Post: Building the Perfect IEP

For my son with Down syndrome, who is entering kindergarten, I’ve decided not to include any modifications to his IEP yet. I want to give him a chance to learn the same material as his typical kindergarten peers, and meet the same high expectations. I do plan to advocate for modifications when appropriate, and Nicole Eredic’s new book below will help guide me in the future I’m sure.

Read Related Post: 5 Tips for Including Students with Down Syndrome in a General Education Classroom

The following are a list of accommodations I’m advocating for in my son’s kindergarten IEP. This doesn’t include the specially designed instruction or staff training I’m advocating for, which are equally important areas of the IEP. Please feel free to use any that may be helpful for your own child.

1. Troy will use a visual/picture schedule to assist him to be more independent in following directions and routines and play appropriately with peers across educational settings.
2. Troy will use assistive technology programs to assist in reaching speech, OT, behavior, and academic goals.
3. Troy will have access to low-tech writing tools like a slant board, small and short writing utensils, pencil grip, letter and number tiles.
4. Use manipulatives to make abstract objects concrete.
5. Troy will have extended time to complete tasks.
6. Teacher will use wait time (up to 10-20 seconds) to allow Troy to process a question and give and an answer.
7. A visual timer will be used for transitions.
8. Troy will have an extra set of classroom textbooks or workbooks available at home.
9. Troy will have access to audio recordings of books.
10. Troy will use vocabulary cards that includes the definition and a picture representation of the word.
11. Troy will have a week’s worth of homework available at the beginning of the week.
12. Troy will have available extra practice worksheets for at home use to reinforce the curriculum.
13. Troy will have directions broken down into single steps and repeated.
14. Troy will have frequent redirection, visual cues, and prompting for inattention.
15. Troy will have a safe, temporary “escape” area within the general education classroom to take a short break.
16. 14- point font will be used for all assignments, with colors in high contrast
17. Troy will use adaptive seating (without restraints), as well as either a copy of the book being read or a sensory object during whole instruction time. Troy may have a hard time seeing and understanding a book being read at the front of class. An extra copy of the book will help with visual perception and attention problems.
18. Troy will use letter and number and picture symbols or tiles to assist in answering questions and as an alternative to writing.
19. Troy will have peer buddies to help him reach IEP and curriculum goals.
20. Troy will use alternative means to demonstrate what he knows (for example: assistive technology, letter tiles, pointing to answers rather than verbally saying or writing the answer, recording his answer instead of standing in front of class to speak).
21. Consultation between the OT, staff, family and any private therapists regarding support of Troy’s fine motor needs
22. Parent will be given monthly updates on Troy’s progress towards IEP goals and objectives.
23. Visual aid to support safety in the classroom (for example, a stop sign on the door to indicate that Troy’s not allowed permission to leave).
24. Regular bathroom breaks. Troy often will not tell you if he needs to go, so it must be scheduled throughout the day.
25. Troy will receive positive, corrective feedback on his speech sound pattern attempts as well as visual and verbal cues by all staff and across school environments to promote use of expressive language and increase intelligibility.
26. Use of a visual positive behavior chart created by teacher and parents to allow for ongoing, daily communication of expectations and performance during Troy’s school day.
27. Troy will use peer modeling, visual cues, and repetition of directions for classes like art, music, and P.E., as well as during more unstructured times like lunch, sitting in assemblies, and recess.
28. Troy will have access to a classroom paraprofessional that will promote independence and safety.
29. Accommodations for Lockdown and Evacuation Drills: Troy will have a specially assigned adult to monitor him during all evacuations or emergency drills. Troy will have access to a safe location close to his classroom for evacuations and emergency drills, as running a far distance may be prohibitive. He will have access to a sensory object to calm him down during tense situations.

I’d love to hear your ideas for accommodations in younger grades for students with disabilities. Please share your ideas below!