1342.12 Companion

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1342.12 Companion
July 12, 2017 Page 76
Accommodations
identified and used for
classroom instruction
The same
accommodations used
for classroom
assessment
The same
accommodations used
for DoDEA system-wide
assessments
Accommodations
E4 S8c6, p 34
Some students with disabilities need accommodations to their educational program in order to
participate and be successful in the general education curriculum. Accommodations are adjustments to
instructional conditions (presentation, response, setting, timing/scheduling) that decrease or eliminate
the impact of the student’s disability on academic performance and assessments. Accommodations do
not reduce learning expectations.
There MUST be a link between selected accommodations and the student’s disability.
Accommodations:
 are reviewed and determined at the annual IEP meeting (and are not automatically carried over
from one year to the next);
 enable students to participate more fully and fairly in instruction and assessments and to
demonstrate their knowledge and skills;
 are based upon an individual student’s needs rather than on the category of a student’s
disability, level of English language proficiency alone, level of or access to grade-level
instruction, amount of time spent in a general classroom, current program setting, or availability
of staff;
 are based on a documented need in the instruction/assessment setting and are not provided for
the purpose of giving the student an enhancement that could be viewed as an unfair advantage;
 are routinely implemented in the student’s daily instruction; and
 are monitored for effectiveness and reviewed annually utilizing evidence documenting student
needs.
Figure 1 identifies the cyclical process of identifying and using accommodations throughout a student’s
educational environment.