Learn Your Special Education Laws, Special Education Rights, and Share IEP Goal Ideas

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Top 10 Items that Should Be Listed in an IEP

April 10, 2014 in Special Education Advisor Blog by Dennise Goldberg

We all know how important it is to have an IEP that addresses our child’s Academic, Developmental and Functional needs; to ensure they are appropriately prepared for an independent future.  Therefore, as parents, we have to make sure our child’s IEP includes the necessary information to prepare them for life after high school.  The results of your child’s most recent assessments, report cards, state tests, school personnel and parent input will assist the team in developing an appropriate IEP. Read the rest of this entry →

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by Jess

10 Basic Steps in Special Education

November 3, 2013 in The National Dissemination Center for Children with Disabilities by Jess

Children can have all sorts of difficulties growing up. Sometimes problems are obvious right from the start; and sometimes they don’t appear until a child is in school. Some children have trouble learning to read or write. Others have a hard time remembering new information. Still others may have trouble with their behavior. For some children, growing up can be very hard to do!

When a child is having trouble in school, it’s important to find out why. The child may have a disability. By law, schools must provide special help to eligible children with disabilities. This help is calledspecial education and related services.

There’s a lot to know about the process by which children are identified as having a disability and in need of special education and related services.

This brief overview is an excellent place to start. Here, we’ve distilled the process into 10 basic steps. Once you have the big picture of the process, it’s easier to understand the many details under each step.  Read the rest of this entry →

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Accommodations and Modifications in an IEP

August 20, 2013 in Special Education Advisor Blog by Doug Goldberg

Accommodations – Accommodations do not reduce grade level standards but rather help provide access to the curriculum.  Accommodations can include visual presentation, auditory presentation, multi-sensory presentation, response, setting, organization, timing and scheduling.

When choosing accommodations make decisions:

  • Based on individualized needs;
  • That reduce the effect of the disability to access the curriculum;
  • That are specific about the Where, When, Who and How the accommodations will be provided;
  • With input from parents, teachers, student and therapists; and
  • Based on specific needs in each content area. Read the rest of this entry →
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