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Supports, Modifications, and Accommodations for Students

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Supports, Modifications, and Accommodations for Students

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This resource gives information on how to support, make modifications, and make accommodations for students with an IEP. A lot of the times teachers may feel overwhelmed with not knowing how to give students the appropriate support, modifications, or accommodations. This resource can be used to figure out what will be most helpful to the student, as well as gives the definitions of what these three words are. A lot of the times we see support, modifications, and accommodations as the same things, but each of these have different benefits for students. Going over this resources every once in a while will allow teachers to become experts on how to give students with an IEP the support they need to reach academic success.

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Center for Parent Information and Resources

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Supports, Modifications, and Accommodations for Students - Center for Parent Information and Resources

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Your Central Hub for Parent Centers Serving Families of Children With Disabilities

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This website helps breakdown what is an IEP and what happens in an IEP meeting. This is helpful for teachers that aren't experienced with attending IEP meetings and prepares teachers by giving them an overview of the important factors revolving the meeting. Aside from the IEP meetings, this website gives helpful information in understanding what is an IEP and how to read one. This resources can be used in the beginning of the school year to look over in case there is a student with an IEP in the class. This resources would prepare teachers or remind them what an IEP is and how the IEP meetings go down.

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By The Understood Team

For kids to receive special education services, they need an IEP - an Individualized Education Program. If your child has been evaluated, the process of getting one has already begun. But there's still a lot to learn about how the process works and what your role will be.

This guide is designed to help you through every step of your IEP journey. It offers basic information, while also leading you to more detailed information and insights.

The more you know about IEPs, the more involved you can be in getting your child the best support possible.

If you just started learning about IEPs, you'll likely hear about many things that are unfamiliar to you. And you'll probably have lots of questions. Who gets an IEP? What's the difference between an IEP and a 504 plan?

Having answers to your questions can help you decide if you want to pursue an IEP for your child. It can also help you advocate for your child with more confidence.

Understanding the IEP process

The process of getting an IEP for your child can be confusing. It's important to know what happens - and when. The first step is having an evaluation for special education. Then the school must decide whether your child qualifies for services and supports.

How will the school make that decision? What happens if the school decides your child isn't eligible?

If you've never seen an IEP before, the various documents can be hard to decipher. They cover many areas, using terms and information you'll likely have questions about. But all of those pieces - from testing results to goals for progress - add up to the best program of instruction and supports for your child.

The information in an IEP can give you a deeper understanding of your child's strengths and challenges. And it should lay out exactly how the school plans to help your child improve and build skills.

Your child's special education program kicks off with an IEP meeting. The entire IEP team will be there. You may also hear from professionals at school who were part of the evaluation process. Some might provide services or supports for your child. And that's just the first of many IEP meetings you likely will attend over the course of your child's school years.

IEP meetings can be stressful for some parents. Knowing what happens at IEP meetings can make it easier to navigate them.

Staying on top of your child's IEP

The IEP journey continues well after your child's plan is put into place. From here on, you'll play a key role in making sure the plan is working and your child is making progress. But what does that involve? What should you be looking for or asking about?

The IEP will change over time (and your role might as well) along with your child's needs. You'll also be involved in crafting a plan for transitioning out of an IEP toward the end of high school. But you'll still be your child's number-one advocate throughout the school years - and beyond.

Key takeaways

Your child needs an IEP to get special education services at school.

You play a key role throughout the IEP process.

It's important to stay on top of your child's IEP and make sure your child is making progress.

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What Is an IEP? | Individualized Education Program

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For kids to receive special education services, they need an IEP - an Individualized Education Program. If your child has been evaluated, the process of getting one has already begun. But there's still a lot to learn about how the process works and what your role will be.

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This page lists all the UDL guidelines as well as examples as how to cover each of these guidelines in the classroom. This is a wonderful resources to go to when creating lessons that are engaging and accommodating for all students. This page also lists ways in which one can make accommodations for students with disabilities, which is helpful when one needs help coming up with appropriate accommodations for students. This page is easy to use since you can click on the graph with the UDL Guidelines, and there you can click on the subtexts for further details.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Reenvisioning the UDL Guidelines

Because the UDL Guidelines are meant to be informed by feedback from the field as well as new research, they have been updated several times in the past. We are in the process of updating the Guidelines once again in our UDL Rising to Equity initiative.

This update will focus specifically on addressing systemic barriers that result in inequitable learning opportunities and outcomes. CAST aims to develop a transparent, inclusive, and community-driven process. If you are interested in collaborating and staying updated on our progress, we invite you to complete a brief survey.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.