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Accomodation

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Adaptations, Accommodations and Modifications To Promote Access to the General Education Curriculum And Standardized Assessment Procedures The information provided in this document is to serve as guidance for best practices in selecting, administering, and evaluating adaptations, accommodations and modifications in instruction and assessment. This document provides information on federal and state guidance, equal access to grade level content, selecting accommodations for instruction, and strategies that can be used with students to promote their ability to access the general education curriculum. Information about variations, accommodations and modifications for use in the classroom and standardized statewide assessment system is also included. These guidelines are intended for use by individualized education program (IEP) teams, Section 504 Accommodation Teams, Student Success Teams (SST), other types of Educational Monitoring Teams (EMT), general and special education teachers, administrators, and assessment personnel. Federal and State Guidance The inclusion of all students in statewide assessment and accountability systems is not merely a legal obligation; it is a mechanism for ensuring that all students, including those with disabilities, are included in the general education curriculum. Federal and state laws stress the importance of documenting accommodations and/or modifications for instruction and assessment in the student’s IEP as noted below: ... a statement of the special education and related services and supplementary aids and services, based on peer-reviewed research to the extent practicable, to be provided to the child, or on behalf of the child, and a statement of the program modifications or supports for school personnel that will be provided for the child [Title 20 U.S.C. 1414 Section 614(d)(1)(A)(IV) A statement of individual appropriate

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