The 5 "must-haves" for all IEPs

In the?latest episode?of the Stop Being Invisible Podcast, Dr. Ingrid Amorini-Klimek and I do a deep dive in the world of accommodations and explore questions like: how do accommodations relate to the?Individuals with Disabilities Education Act (IDEA) and the?Americans with Disabilities Act (ADA)? What are some examples of accommodations, and how are they determined? Why are they so important, and how can parents, teachers, and administrators provide the best accommodations possible?

When I was teaching about accommodations at the college level and how using modifications helps students to be successful in the classroom, one of my student expressed that "it wasn't fair" for a student to receive something that other students did not have access to. In response, I had everyone who was wearing glasses to take them off, and I wrote something on the board in the front of the lecture hall.

"Okay, I need everyone to write down on your piece of paper what's on the board, sign it, and turn it into me," I told my students. "This is what your grade will be based on."

Quickly, they realized that, without their glasses, they could not be successful in my classroom. When they voiced their concerns, I reminded them that not everyone in the room had glasses, and it would not be fair that they had access to something that other students did not.

"But, they don't have glasses because they don't need them," they responded.

Precisely.?Accommodations are not about all students getting the same "thing." It is about students getting what they need to meaningfully participate in the classroom, and that?what?looks differently for every child.?They are not a "one-size-fits-all" solution. However, when it comes to developing accommodations for IEPs, some professions can be so close-minded. There is a temptation to "use the few that I know," and be stuck on four or five commonly-used accommodations that may be doing nothing to actually support the child.

IEPs should not look the same. I cannot stress the word?individualized?enough. To ensure that their proposed accommodations are tailor-fit to address an individual child's individual needs, I have parents and professionals answer these five questions when evaluating their student's IEP:

1????Frequency: how often is the accommodation going to happen? Is it an accommodation that needs to be used everyday or for particular situations (i.e. when taking a test)?

2????Duration: how long is the accommodation going to last? Is it needed for the entire school day or is it specific to a certain time or activity (i.e. riding the bus, at lunch time, etc.)?

3????Location: where is the accommodation going to happen? It may happen in the special education classroom, but will this accommodation also be made in the science or English classrooms?

4????Provider: who is going to provide this accommodation? Will it be a paraprofessional, the teacher themselves, or someone else entirely?

5????Evaluation: how long is this accommodation going to be used before it is reevaluated? Is progress being made, or do we need to try a different accommodation?

At its core, the concept of accommodations is very simple:?accommodations are supplements that provide aid to facilitate learning. It is a definition that is intentionally open-ended and flexible because accommodations can run the gamut,?and there are so many varieties of accommodations available--specific and broad--that no child should be subjected to boiler-plate "solutions" when they need extra supports.

To continue the conversation and to learn more about accommodations and modifications, tune in to the full?episode?(it is only 30 minutes long!). Have questions? Please feel free to?email me. We are here to support you!