Triennial IEP and College Board accomidations

zannah
Sun, 27 Mar 2016 22:08:10 +0000

Please refer to the statement on documentation of the need for accommodations. It identifies and explains required components of documentation such as history, diagnosis, recency of diagnosis. FUNCTIONAL LIMITATIONS, and so on. Specific tests are not required; clinicians know what instruments to use. The information prepared to document the need for accommodations of a college-admissions testing is the same information required by disability services at college. Documentation criteria found on AHEAD.org are helpful to clarify what information is needed.

Information included on an IEP and in a psycho-educational report overlaps with but differs from what is required in documentation of a disability. The diagnosis is a school-based report probably provides an eligibility, meaning your student qualifies for special education and related services. Instead documentation requires a clinical diagnosis to qualify for civil rights protections through provision of accommodations that address the functional limitations of the disability.

There are lots of in and outs! Basically, your student will be entering a very different educational environment. The IDEA ends with high school except for the contributions you. teachers and many others made to get your child ready for college. The accommodations your student used in high school may not be appropriate for the test or for college-level accommodations.

You certainly should request accommodations used in the past, but there is no assurance that they will be provided Is key boarding reasonable and necessary? Is a scribe needed to bubble the scantron? What precisely is the problem?

Prior practice and preference alone are insufficient justification. Helpful is not relevant. Instead, you need to provide specific information how the requested accommodation compensates for the disability. Lots of kids request and receive extended time on admissions and in college–it’s a near universal request–but rarely is a reason provided. Explain.

Distraction-free environments are often requested. Testing sites are heavily proctored for distractions and group sizes are small so test environments are pretty quiet and have limited visual distractions. Students with disabilities, moreover, test in small groups. So what more is needed? The balance involved is ensuring your student has the accommodations s/he needs because of the funclims of the disability versus protecting the rights of other students from testees with an unfair advantage. It cuts both ways.

You and your child could help the process by thinking about the disability–what kinds of problems routinely occur–and what helps compensate. Kids really do need to know why parents and teachers think particular accommodations are needed.