Research

The information below represents a summary of research related to the importance of individualized accommodations and modifications and their role in fostering effective inclusion for IDEA-protected students with special needs.

Research has shown that both the overuse of inappropriate support and the underuse of appropriate accommodations and modifications has a lasting negative impact on student performance and achievement.

 

Research Summary:  VanSciver, James H, and Virginia A Conover. “Making Accommodations Work for Students in the Special Education Setting.” TEACHING Exceptional Children Plus, vol. 6, no. 2, Dec. 2009.

 

Ketterlin-Geller, L.R., Alonzo, J., Braun-Monegan, J. & Tindal, G. (2007). Recommendations for accommodations: implications of (in)consistency. Remedial and Special Education, 28(4) p. 194-205.

 

Fuchs, L.S., Fuchs, D., Eaton, S.B., Hamlet, C. L., & Karns, M. (2000) Supplementing teacher judgments of mathematics test accommodations with objective data sources. School Psychology Review, 29, 66-85.

 

Elliott, Stephen & Kratochwill, Thomas & McKevitt, Brian & Malecki, Christine. (2009). The Effects and Perceived Consequences of Testing Accommodations on Math and Science Performance Assessments. School Psychology Quarterly. 24. 224-239. 10.1037/a0018000.

 

Below are some articles that help to clarify the relationship between Specially Designed Instruction (SDI), Supplemental Aids and Services, and accommodations and modifications.

Due to the differences in forms and formats of the IEP template, interpretations vary from state to state.  However, it is generally understood that accommodations and modifications are a component of what most teachers know as Specially Designed Instruction, as well as an element of Supplemental Aids, provided to the student.  All of these elements are addressed in the Special Education and Related Services/Supplementary Aids and Services section of the Individuals with Disabilities Act IEP sample form.

The difference rests in who provides the service.

 

Supports, Modifications, and Accommodations for Students. – Center for Parent Information and Resources (US DOE – Office of Special Education Programs)

 

Supplemental Aids and Services (Component of the IEP) – Center for Parent Information and Resources (US DOE – Office of Special Education Programs)

 

Contents of the IEP – Center for Parent Information and Resources (US DOE – Office of Special Education Programs)

Special Education (SDI) – Center for Parent Information and Resources (US DOE – Office of Special Education Programs)

 

Sec. 300.39 Special Education – Individuals With Disabilities Act

 

Sec. 300.42 Supplemental aids and services – Individuals with Disabilities Act

 

A Guide to the Individualized Education Program – U.S. Department of Education

 

Specially Designed Instruction – United Federation of Teachers

 

Regular Education Teachers as IEP Team Members — Topic Brief – USDOE (archived) – talks about the involvement of gen ed in developing supplementary aids