![]() When a student is struggling to access the content in class it is time to review the accommodations and modification in the student’s IEP. ![]() If you were Joe or Kayla’s parent you would be part of that process – remember, parents are always a critical and important team member of the IEP team. Part of the review process, is to determine if they are still appropriate. How are accommodations and modifications determined?Įach year at Joe and Kayla’s IEP meetings, the team will review these modifications and accommodations and determine if they are still needed. This allows Kayla to access her same age peers and social needs as well as grade level curriculum in other areas of learning, while still meeting her unique needs in the area of math. ![]() Her math assignment is completely different from her class peers, and the assignment has been modified in skill and quantity to meet her unique need. While her class peers complete the 10 question multiplication assignment, Kayla is completing a 5 question double digit addition and subtraction in-class assignment. Kayla attends a general education classroom, and her work in math period is modified to meet her unique need. However, Kayla is still mastering double digit addition and subtraction skills and she currently is working towards completing 5 questions in each math period. Kayla’s in the same class as Joe, and the class is working on a 10 question class assignment during math period focused on triple digit, multi-step multiplication problems. Let’s use our classroom math assignment as our example again. The assignment and/or tasks are changed to meet this child’s unique learning needs. The modification changes the what of what the child does in the classroom and in homework assignments and provides work that is at that child’s skill level, while supporting them in building their skills at their own pace. Modifications become critical to support students with disabilities in accessing the general education setting. Modifications are placed in an IEP to help the child demonstrate their knowledge and eventual mastery of a skill that is at their level, which may be different than the level of their class peers. He is still learning the steps needed to complete a triple digit multiplication problem, he is still completing all 10 questions just as his class peers are doing, but with the use of his multiplication chart. Joe brings his multiplication chart out and uses that chart to complete each step of all 10 questions. In class his peers work through the steps of completing each of the 10 triple digit math questions without a multiplication chart and using their math facts memorization skills to complete each step of the problems. Joe’s IEP has an accommodation that allows Joe to use a multiplication chart. He will learn the same steps to complete each problem, however Joe’s disability makes it difficult for him to rote memorize his math facts. Joe is completing the same problems as the other students in class. Joe and his class are working on a 10 question class assignment during math period focused on triple digit, multi-step multiplication problems. Let’s use a math assignment as our example. The accommodation does not change what the child does in the assignment, but instead changes how they do it. Here is the difference between them and why each is an important piece of your child’s IEP: AccommodationsĪccommodations are placed in an IEP to help the child demonstrate their knowledge and eventual mastery of a skill, but allow for the child to do so in a manner or using a tool that meets their unique need. In Special Education, accommodations and modifications are listed on the Offer of FAPE page of your child’s IEP in two separate sections. Let’s take a moment to explain: Where are Accommodations and Modifications in the IEP? As advocates we often get questions from parents about the difference between an accommodation and a modification in their child’s IEP.
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