Top Accommodations and Modifications to Ask For at Your IEP Meeting - Part 2

**Please note: All accommodations and modifications need to be personalized to the student, their challenges, and their needs. This list is not meant to be prescriptive or exhaustive, but rather a place to start as you gather ideas.

When preparing for an IEP meeting, it’s smart to come up with a list of accommodations or modifications you’d like to see the school provide for your student. An accommodation (A) is a support that is added to the student’s day to help them access the curriculum or learning. A modification (M) is a support that changes the curriculum or learning from how other students may be receiving it so that your student can access it. Both are helpful in different ways and perfectly appropriate to ask for. Being prepared with suggestions and reasoning for why certain supports will set your child up for success is a great way to help them get what they need.

In this three-part series, we will be recommending accommodations and modifications for students with reading challenges, writing challenges, as well as general learning challenges. Click here to find our recommendations for those that struggle with reading. Today we will look at recommendations for those who struggle with writing.

WRITING/SPELLING

If your student is struggling with spelling, dysgraphia, and/or the physical demands of writing we recommend the following supports:

1. A full set of notes provided by the teacher for any lecture (A) - The ability to internalize a lecture requires a lot of executive functioning energy for any student. Those with dysgraphia cannot afford to waste any of that energy on the mechanics of writing. Notes allow them to follow along and process the information being taught. Again complete notes are needed. The teacher can suggest or instruct the student on how to customize their notes with add-ons such as highlighting or drawing pictures next to key points.
2. A device with applicable assistive technology included (A) - There are many platforms and assistive technology tools that can assist students with writing processes such as ideation, organization, spelling, vocabulary use, and editing. For example, some common tools include CoWriter, Grammarly, Speech to text, and digital graphic organizers. With advances in technology, students no longer have to rely on a personal scribe, but instead should be taught how to use technology to work independently. Remember the objective is for the student to express themselves through written language. AT is not cheating or inhibiting learning growth.
3. Ask the teacher to not “cold call” on your child to write in front of the class (M) - Depending on the student, the teacher could use options such as giving the student prior notice before being called on or giving that student the option to pass. Anxiety and stress on the brain do not support learning or memory.
4. Chunking writing assignments (M) - Writing takes a lot of energy for dysgraphic students. Breaking down a writing assignment into smaller chunks helps the student know they can take breaks. It also explicitly teaches them the steps of writing. Lists are incredibly helpful here. For example, Step 1: Write a hook sentence, Step 2: Write your main idea, etc.
5. No docked points for spelling and grammar errors in their writing (M) - This is often documented as “spelling forgiveness” for in-class work without the use of editing tools. However, the student should still be walked through the proofreading process explicitly and repeatedly. Inexperienced writers who need help with elaboration can use this Redwood Single Sentence Summary. More advanced writers can use this Proofreading resource from Redwood’s writing curriculum.

Missed part 1 on reading recommendations? click here!

head to part 3 here: GENERAL LEARNING DIFFERENCES