Accommodations do not change the content or expectation of performance outcomes. The findings suggest that accommodation selection is highly imprecise and point to the critical need for further research in this area. Accommodations are an integral part of a student’s Individualized Education Program (IEP) when providing access to the general education curriculum for students with disabilities. Analyses indicated (a) students received a wide array of accommodations with some differences depending on disability type, (b) more accommodations were provided in the classroom than on standardized testing, (c) few demographic variables were associated with type or number of accommodations, and (d) with a single exception, academic and behavioral functioning did not explain type of accommodation received. The individualized education program (IEP) or 504 Accommodations Plan team. We examined types of accommodations provided to 222 secondary students with emotional and behavioral problems, their use (i.e., classroom or standardized assessments), and variables related to their selection. A standard accommodation is defined for South Carolina state assessments. An Evaluation of IEP Accommodations for Secondary Students with Emotional and Behavioral Problems. This is a significant concern for secondary age students who spend the majority of their day in regular education settings and must participate in high-stakes testing. There is limited research, however, pertaining to the types of accommodations students receive and their selection, particularly among those with emotional and behavioral problems. visual cues in hallways to guide child to next classroom or cafeteria 2. The key here is that the anxiety must be extreme enough that your. Accommodations can range from minimal in a 504 such as small group testing to complex with many accommodations and/or modifications for anxiety that leads to school refusal. The student will be seated near the point of instruction to facilitate the. If anxiety exists as the only area of need, then a plan can be created focusing on the anxiety.
access to resource room or learning support room SDIs and accommodations for transitions 1. In addition, both IEP teams and 504 committees must identify appropriate accommodations that students with disabilities need in order to participate in state. SECTION III of the IEP: ACCOMMODATIONS Students taught on grade level: 1.
Accommodations are intended to address student academic and behavioral deficits by reducing obstacles that impede learning and accurately measuring skills. recess and group activities to be designed with IEP goals in mind 15.