The IEP: Additional Supports

In addition to specially designed instruction, the IEP outlines additional supports that your child may need (such as accommodations and modifications) through these pages:

Special Considerations and Accommodations

This page outlines accommodations in specific areas of need when applicable to your child. Not all sections may be necessary based on your child’s individual needs:

Communication: This section outlines how communication needs will be addressed in the IEP.

Assistive Technology: This section outlines whether or not Assistive Technology device(s) and/or service(s) are required.

Assistive Technology (AT) is any tool- ranging from a simple pencil grip to a computer- that helps your child “work around” the barriers caused by their disability. AT helps a student access their lessons, express their thoughts, or participate in school activities when their disability makes it difficult to do so in a standard way.

If the team is considering whether or not your child requires AT, they may consider an Assistive Technology Consultation with the HCPSS Instructional Access Team (IAT). The IAT will collaborate with the school team regarding possible AT needs that your child may have. Evaluation or trialing of certain assistive technology may also be necessary before making revisions to the IEP.

Some students may require some kind of training or instruction on how to use a device. This is an AT service and should also be documented on the IEP.

Services for students who are blind or visually impaired: This sections provides specific documentation for students who are blind or visually impaired. Typically, a Teacher of the Blind or other specialist will be present at the IEP meeting to discuss this area.

Services for students who are deaf or hearing impaired: This section provides specific documentation for students who are deaf or hearing impaired. Typically, a Teacher of the Deaf, Audiologist or other specialist will be present at the IEP meeting to discuss this area.

Behavior Intervention: Documentation regarding if a Functional Behavior Assessment (FBA) has been conducted and if a student has a Behavior Intervention Plan (BIP). If a student has restraint on their IEP, this would be documented here as well. (See FBA/BIP section of this Handbook for more information).

Services for students who are multilingual learners: Documentation of specific support plans and services for multilingual learners can be found here.

Instructional and Testing Accommodations:

While services provide specialized instruction, accommodations change how your child learns and demonstrates their knowledge. Think of an accommodation like a pair of glasses: they don’t change the book the student is reading, but they allow the student to see the words clearly so they can read just like everyone else.

Leveling the Playing Field: The Individuals with Disability Education Act (IDEA) ensures that your child isn’t left out of the big picture. Schools are held accountable for how well every student is learning, which means your child has a right to participate in the same state and district testing as their peers—but with the specific support they need to show what they know.

The Team Decides: The IEP team will decide exactly how your child will participate in school and state-wide testing. The Instructional and Testing Accommodations page of the IEP lists the specific tools—like extra time or a quiet setting—that your child uses during daily classroom lessons. By law, these same supports must also be provided during state assessments to ensure your child can accurately show what they have learned.

It is important to note that if a child is to use an accommodation on a state assessment, they should also be using that accommodation for instruction in the classroom.

Supplementary Aids, Services, and Program Modifications

This page outlines specific supports provided to your child—or to the staff working with your child—to ensure they can be educated alongside their typically developing peers to the maximum extent possible.

1. Supplementary Aids

These are the practical, day-to-day accommodations that “level the playing field.” They are organized into several categories:

Instructional Supports: Changes to how the teacher teaches (e.g., providing guided notes, using a “first/then” board, or breaking down long assignments into smaller chunks).

Physical/Environmental Supports: Changes to where the student learns (e.g., preferential seating near the teacher or a “cool down” area for sensory breaks).

Behavioral Supports: Specific strategies to help with focus or emotional regulation (e.g., a daily behavior chart or a visual schedule).

2. Program Modifications

While accommodations help the student “access” the same work as everyone else, modifications actually change the work itself. An accommodation is a tool or strategy that helps a student work around their disability to complete the same assignment as their peers. A modification changes the actual assignment and exectations the student is expected to reach.

Accommodation Example: If the class is reading a grade-level text, but the student has access to an audiobook. The student is accessing the same grade-level content, but in a different way.

Modification Example: If the class is reading a grade-level text, but the student is given a modified version of the text that is written at a lower grade level. The student is accessing the same material, but not at the same grade-level standards.

3. Support for School Personnel

Training: Staff may require training to be able to implement the specific accommodations and/or modifications on the IEP. If this is the case, it should be documented on the IEP. (e.g. A teacher needing specific training on your child’s communication device.)

Consultation: Staff may require consultation with another professional in order to implement specific supports or strategies. (e.g. A teacher needing to meet with the Occupational Therapist to discuss specific strategies.)

If the staff doesn’t have the right tools or knowledge, the IEP can’t be implemented effectively. This section ensures the adults are prepared.

4. Frequency and Provider(s)

Just like the Services page, each aid or modification must list:

Frequency: How often is it used? (e.g., “Daily,” “During writing tasks,” or “As needed”).

Provider(s): Who is providing the specific aid or modification? (e.g., General Education Teacher, Special Ed Teacher, Instructional Assistant)

5. Location and Manner

The Supplementary Aids, Services and Program Modifications must be described in a manner that all providers can understand and implement appropriately. If a supplementary aid is simply listed as “Preferential Seating”, this does not give the provider enough information to implement with fidelity. Does the student need to sit in the front of the class? Near an adult? Near a door? Only in Math or in all subjects?

Consider this: If you moved to another district, are the supplementary aids, program modifications, and services articulated in a way that the new district could provide these supports with fidelity?