Home Approach Services Systems Change Leadership Development Principal Leadership Leadership Coaching Teacher Leadership Instructional Practice Equity, Diversity, and Inclusivity Comprehensive Centers Archive Educator Excellence and Support Innovation and School Improvement Instruction for College and Career Readiness Equity for Diverse Populations Strategic Planning, Communication and Funding KnowledgeBases American Indian Education KnowledgeBase Classroom Assessment KnowledgeBase English Language Learner KnowledgeBase Curriculum Mapping Knowledgebase Strategic Communications KnowledgeBase Program Evaluation KnowledgeBase Teacher Leader KnowledgeBase Response to Intervention KnowledgeBase Writing Successful Grants KnowledgeBase Literacy KnowledgeBases Positive Learning Climates KnowledgeBase What We Do Resources Team UNIVERSITY OUTREACH HOME

Do's and Don'ts When Selecting Accommodations

This KnowledgeBase archive includes content and external links that were accurate and relevant as of September 30, 2019.

Do...make accommodation decisions based on individualized needs.	Don't... make accommodations decisions based on whatever is easiest to do (e.g., preferential seating).
Do...select accommodations that reduce the effect of the disability to access instruction and demonstrate learning.	Don't...select accommodations unrelated to documented student learning needs or are intended to give students an unfair advantage.
Do...be certain to document instructional and assessment accommodation(s) on the IEP or 504 plans.	Don't...use an accommodation that has not been documented on the IEP or 504 plans.
Do...be familiar with the types of accommodations that can be used as both instructional and assessment accommodations.	Don't...assume that all instructional accommodations are appropriate for use on assessments.
Do...be specific about the "Where, When, Who and How" of providing accommodations.	Don't...simply indicate an accommodation will be provided "as appropriate" or "as necessary."
Do...refer to state accommodations policies and understand implications of selections.	Don't...check every accommodation possible on a checklist simply to be "safe."
Do...evaluate accommodations used by the student.	Don't...assume the same accommodations remain appropriate year after year.
Do ...get input about accommodations from teachers, parents and students and use it to make decisions at IEP team or 504 planning committee meetings.	Don't ...make decisions about instructional and assessment accommodations alone.
Do...provide accommodations for assessments routinely used for classroom instruction.	Don't...provide an assessment accommodation for the first time on the day of a test.
Do ...select accommodations based on specific individual needs in each content area	Don't...assume certain accommodations, such as extra time, are appropriate for every student in every content area.

Source:

Fact Sheet 6 Do's and Don'ts When Selecting Accommodations
Accommodations Manual: How To Select, Administer, And Evaluate U.S.E. of Accommodations for Instruction and Assessment Of Students With Disabilities, Sandra J. Thompson, Amanda B. Morse, Michael Sharpe, And Sharon Hall, Council Of Chief State School Officers, 2nd Edition, 2005

The contents of this website were developed under a grant from the U.S. Department of Education and are intended for general reference purposes only. However, those contents do not necessarily represent the policy of the U.S. Department of Education or the Center, and you should not assume endorsement by the Federal Government. Some resources on this site require Adobe Acrobat Reader. This website archive includes content and external links that were accurate and relevant as of September 30, 2019.

Do's and Don'ts When Selecting Accommodations

Source:

EDUTAS

Resources

Useful Links

Contact Us