Tips for Teachers Implementing Accomodations

Tips for Teachers





Implementing Accomodations

Teachers need to become familiar with their students’ IEPs. Accommodations are included in several sections of the IEP:

2. Supplementary Aids and Services: This area of the IEP includes aids, services, and other supports that are provided in regular education classes or other education-related settings to enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate.

3. Participation in Assessments: This section of the IEP documents accommodations needed to facilitate the participation of students with disabilities in general state-wide and district-wide assessments. Remember that these accommodations must be used regularly during instruction (and their use documented) in order for students to use them during assessment.

Other students may have 504 Plans or Student Support Plans that document accommodations. This information is key to understanding how your students learn and help them succeed. Implementing accommodations as specified in the IEP is both an instructional best practices and a professional responsibility.

Many teachers find it useful to put all their accommodation information in one matrix so they can see at a glance when planning instruction what kinds of supports will be needed. If you teach multiple groups of students over the course of the day, you may want to develop a matrix for each class (e.g., Period 1 Algebra; Period 2 Statistics, etc). Using initials instead of full names protects students’ privacy if others have access to your plan book.

Use your accommodations matrix as a tool when you create your lesson plans. For each learning activity, think about your goals and expectations for the whole class and what supports and accommodations your students with special learning needs will require to achieve those goals. Note these accommodations in your plans; this helps you remember to use them, provides necessary information for a substitute, and also serves to document that you implemented your students’ IEPs as required.

As much as possible, implement accommodations that allow students to be as independent as possible (for example, typing responses on an alpha smart, as opposed to dictating to an adult). Keep activities and materials as similar as possible to those being used by other students. Monitor the student’s use of the accommodations and their effectiveness in promoting participation and learning; like other parts of the IEP, the accommodations often need to be adjusted as students’ needs and preferences change, so bring this information to the IEP team.

You may want to note what IEP goals and objectives are being addressed during the lesson as well. Many teachers like to assign each goal on a student’s IEP a number, then assign a letter to each of the objectives under that goal, for easy notation in their plans. More information on embedding and documenting specialized instruction can be found on the tip sheet Addressing the IEP in General Education.