DOs AND DON’Ts WHEN SELECTING ACCOMMODATIONS
Do…make accommodations decisions based on
individualized needs. Do…select accommodations that mediate the effect of the disability to access instruction and demonstrate learning. Do…make sure to document instructional and assessment accommodations on the IEP Do…be familiar with the types of accommodations that can be used as both instructional and assessment accommodations. Do…be specific about the “Where, When, Who, and How” accommodations will be provided. Do…refer to state accommodations procedures and guidance, and understand implications of selections. Do…evaluate accommodations used by the student. Do…get input about accommodations from teachers, parents, and students, and use that input to make decisions at IEP Meetings. Do…provide accommodations for assessments that are routinely used for classroom instruction. Do…select accommodations based on specific individual needs in each content area. |
Don’t…make accommodations decisions based
on what is “easiest” to do (e.g., preferential seating). Don’t…select accommodations that are unrelated to documented student learning needs or are intended to give students an unfair advantage. Don’t…assume all instructional accommodations are appropriate for use on assessments. Don’t…just indicate an accommodation will be provided “as appropriate” or “as necessary.” Don’t…offer or check every accommodation possible on a checklist simply to be “safe.” Don’t…assume that the same accommodations remain appropriate year after year. Don’t…provide an assessment accommodation for the first time on the day of a test. Don’t…assume certain accommodations, such as extra time, are appropriate for every student in every content area. |