Tips for Teachers
Implementing Accomodations
When students with IEPs are taught in the general education setting, a variety of supports are used to help them access curriculum
content, participate in learning activities, and demonstrate their learning. Many of these accommodations and modifications can
also benefit students who don’t have disabilities and enhance their learning. During instruction, these tools can be used for any
student who would benefit from them. Understanding various accommodations and developing a system for implementing and
them efficiently and consistently helps teachers meet the needs of all of their students.
Understand the purpose and types of accommodations
Accommodations are changes to learning and assessment activities and environments that reduce or eliminate the impact of a
student’s disability on his or her performance; they do not alter learning expectations or performance criteria. Accommodations
involve changes to: (1) Presentation of the instruction material (e.g., showing captioned videos, using manipulatives to explain a
math concept) (2) Student response to classroom instruction (e.g., reducing the number of math problems; allowing a student to
write a bulleted list instead of full sentences), (3) Instructional timing (e.g., providing breaks) (4) Instructional setting (e.g., using
preferential seating; providing a study carrel).
Modifications are changes to the instruction or assessment do significantly change the instructional level, the content, and/or the
performance criteria (e.g., reducing the number of vocabulary words to be learned; using only whole numbers in math problems
instead of including decimals).
Get to know your students
Teachers need to become familiar with their students’ IEPs. Accommodations are included in several sections of the IEP:
1. Consideration of Special Factors: This is where communication and assistive technology supports are considered.
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.
Organize the information about your students’ accommodations
X
X
X
J.H.
X
H.A.
X
peer buddy
X
X
X
extended time
on tests
graphic
organizers
word banks
reminders to
stay on task
answers orally
on a test
word processor
scribe as
needed
calculator
checklists
X
adjusted
assignment
timelines
X
allow for breaks
crisis
intervention
plan
X
quiet corner or
room
A.M
reduced
physical
distractions
preferential
seating
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.
X
X
X
X
X
X
X
X
X
X
Implementing Accomodations
Include Information on Accommodations in Daily Lesson Plans
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.
Time
15
min
20
min
The teacher will:
Introduce topic with lecture,
overhead, class discussion
Demonstrate prism
Introduce/distribute article
Ask comprehension
questions
Supports
(Accommodations)
All Students will:
Listen to/watch teacher
presentation
Raise hands to answer
questions
Take notes from overhead
projector
Pre-teaching of vocabulary and concepts
Read article
Answer questions individually
or with a partners
Reading buddy (H.A.)
(H.A., J.H.)
1a (J.H.)
Skeleton notes (H.A., J.H., A.M.)
AlphaSmart (J.H.)
Sit by teacher (A.M., T.S.)
Partner will write answers (H.A.)
AlphaSmart (J.H.)
Group to be near teacher (A.M., T.S.)
20
min
Monitor teams, providing
clarification and asking
questions
Follow written directions (in
checklist form) to conduct
experiment with prisms and
flashlights
IEP Goals/
Objectives
2b (H.A)
Peer and adult support as needed
Reminders to stay on task (as needed for
entire class)
1a, 2 (A.M.)
1 (T.S.)
1a, 2a (H.A.)
1a (J.H.)
1a, 2 (A.M.)
1(T.S.)
5 (H.A.)
1a, 2 (A.M.)
1 (T.S.)
1a (J.H.)
More information and references:
http://mcieinclusiveschools.org/
Michigan Inclusive Education Project (1991).
Maryland Accommodations Manuel (2008). http://www.msde.maryland.gov/NR/rdonlyres/840EFBB6-CD7D-404E-8A77E978F6D508AA/16337/MDAccommodationsManual_21108.pdf
http://www.unco.edu/cetl/TracyMueller/Inclusion/Accommodations.html
http://www.fcsn.org/peer/ess/accomodationsfs.html
Inclusive Practices and Co-Teaching
BCPS/MCIE 2011