How to Make Physical Accommodations in the Classroom for an IEP

Often when a student has an IEP (Individualized Education Plan), it contains not only goals and objectives for his learning, but also notations as to how those goals can best be met. Many students require modifications or accommodations in the classroom in order to optimize their learning. In some cases, these accommodations may require a teacher to modify a student's physical environment.

Instructions

Difficulty: Moderate

Things You’ll Need:

• Copy of IEP
• Assistive technology (if specified)

1. Read a student's IEP carefully. In many cases, especially when the student has a physical disability, the types of modifications and accommodations that need to be made are spelled out specifically in the paperwork. By law, if an accommodation is written into the plan, it must be provided by the school district.
2. Assess the physical layout of your classroom. Rearrange the furniture to provide easier mobility and access for a student in a wheelchair or a walker. Keep the aisles wide and clear and make sure that cupboards and doors can be completely shut to make adequate room.
3. Provide preferential seating for students with distractibility issues. That means seating such students away from external distractors like windows, doorways or ventilation systems. Students who are easily distracted may also need to be seated near you for subtle redirection and optimal access to your lessons. Consider also the influence of the surrounding students when making seating arrangements.
4. Learning Resources® Provide a timeline, pictorial class schedule and object labels for students with language and recall difficulties. In some cases, particularly for non-verbal students, it may be necessary to use a Picture Exchange Communication System (PECS) to facilitate communication (see Resources below). The system is very involved and usually requires the assistance of a speech therapist.
5. Slant Board Make room for and provide access to any assistive technology listed in an IEP. Assistive technology can be as simple as having a slant-board available for a student during writing time or as complex as an augmentative communication device that allows a non-verbal student to communicate via a computerized system (see Resources below).
6. Create individual containers of manipulative devices to help students who need hands-on and visual aids to complete math assignments. Giving the student his own manipulatives allows him to use them at his discretion.

Tips & Warnings

• Provide students with time for extra physical breaks, if necessary. Some students may require movement or sensory breaks throughout the day in order to process information.