California: Accommodations, Modifications, & Special Factors
Updated: April 13, 2026. Reviewer: Dr. Rose Sebastian, Ed.D.
Reading & Evaluating Special Factors, Accommodations, Modifications, & State Testing Supports in California IEPs
California is an enormous state, with many, many different state regulations impacting special education like Title 5, specifying integrated physical facilities, and California Education Code §§ 56340–56347, spelling out IEPs. Rather than a unitary approach to special education, the state relies on Special Education Local Plan Area (SELPAs), meaning that an IEP in Fresno and one in San Diego are likely to look as if they came from two entirely different states. The state also has Regional Centers, mandated under the Lanterman Act, that provide supports for students with developmental disabilities and become part of many students IEP or transition teams. When it comes to advice on what IEPs should look like and local supports, it is often better to look for SELPA specific guides rather than state ones– and district procedure manuals really matter in a state where so much varies across the state. On the positive side, California also has incredibly strong networks to support parents in navigating the maze of special education procedures across the ate. These include DREDF, Disability Rights California, Matrix Parent Network, Family Voices of California, TASK, and Family Empowerment Centers (FECs).
This page focuses on accommodations and special factors. If you are a general education teacher– or a student– the accommodations section is normally the one you care the most about because it is the section that can get a student walks during the day, headphones in class, and extra time– the things students often most care about and that general education teachers often have to deal with the most during a class period. And sometimes accommodations across students’ IEPs directly contradict each other– like a student who benefits from a timer and a student who hates them being in the same class. So knowing what these should look like– and how to read them– matters.
California IEP Guide: Accommodations, Modifications, and State Testing
What is the testing, accommodations, and modifications section?
Terminology on this can get murky, but every single IEP has a section where a student’s accommodations and modifications for the classroom and for assessments is listed. This information is almost always broken into two sections– one for classroom accommodations and modifications and for testing accommodations and modifications. Testing accommodations and modifications are often broken up into classroom testing and state testing. That’s because state testing is really rule bound. Each state has a list of accommodations and modifications that students can be offered on state tests– and those are pretty limited. Like a student might be offered breaks, extra time, a separate setting, and noise canceling headphones for a state test. For classroom tests or instruction, the IEP team can often write in their own accommodations. For example, a student might need to sit away from their besties or sit near a door or sit near a teacher. Each of those is a classroom accommodation that can be listed in an IEP. For testing, a student might get a separate setting, double time, math content read aloud, a study guide, or even a free retake of a test. Basically, expect to see very few accommodations for a state test, slightly more for a classroom test, and far more for classroom instruction where there is no state mandated rubric of options to limit what students get.
A few key notes. 1) Accommodations change how something is done, modifications change what is done. Confused? Check out the page on it!; 2) Accommodations and modifications are legally required. That means that a teacher can’t say nope, don’t want to do it.; 3) Accommodations and modifications can be changed at any point with an amendment. If there is something a student wants or needs that isn’t on the IEP, you can add it really easily. A student asked last month for a break in class to be added to the IEP so we did. The parent didn’t even come in– I just sent paperwork home. Another student wanted headphones to cancel out distractions so we added that. Accommodations are a great area for students to practice self-advocacy and very, very easy to change. Just not on state tests. State tests are rule bound and you have very limited options for providing students with extra support on them.
Where are testing, accommodations, and modifications in the IEP?
Highly variable! Typically towards the end of the IEP. Sometimes in the middle end, sometimes at the very end. These are pretty dry so they are normally pushed towards the end.
How do testing, accommodations, and modifications vary across districts and states?
One of the biggest variations is state to state on testing accommodations and modifications. California has listening to the math items as a state testing accommodation. New Hampshire doesn’t. There are significant variations state to state in this. A second common difference is in the layout. All districts list classroom and testing accommodations separately, but some break down testing accommodations into state and classroom and some do not.
The third, and biggest difference, is in what this section is called. A lot will state something like “Required testing and assessments.” That means what tests the students will take and what supports they will get on them. A few don’t call classroom accommodations and modifications that. They will instead call them “supplementary aids and services.” That means classroom accommodations and modifications. I don’t know why the terminology varies so much but if you see anything like extra time, breaks, preferential seating or read aloud, you are in the right section.
What does the IDEA law say about testing, accommodations, and modifications?
The Individuals with Disabilities Act says that students should receive accommodations for state testing that are “necessary to measure the academic achievement and functional performance.” It also says that students should be able to receive “supplementary aids and services” and “program modifications” in order to help them meet their goals.
What IDEA says in 34 C.F.R. § 300.320(a)(4-6) about accommodations:
(4) 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 to enable the child—
(i) To advance appropriately toward attaining the annual goals;
(ii) To be involved in and make progress in the general education curriculum in accordance with paragraph (a)(1) of this section, and to participate in extracurricular and other nonacademic activities; and
(iii) To be educated and participate with other children with disabilities and nondisabled children in the activities described in this section;
(5) An explanation of the extent, if any, to which the child will not participate with nondisabled children in the regular class and in the activities described in paragraph (a)(4) of this section;
(i) A statement of any individual appropriate accommodations that are necessary to measure the academic achievement and functional performance of the child on State and districtwide assessments consistent with section 612(a)(16) of the Act; and
(ii) If the IEP Team determines that the child must take an alternate assessment instead of a particular regular State or districtwide assessment of student achievement, a statement of why—
(A) The child cannot participate in the regular assessment; and
(B) The particular alternate assessment selected is appropriate for the child;
This IEP comes from San Joaquin College of Law. See the full IEP here.
San Diego
This IEP comes from Voices for Children. See the full IEP here.
Because the images are hard to read, a transcript is below.
San Diego
PARTICIPATION IN STATE/DISTRICT WIDE ASSESSMENTS
A. Will student be in grades 2–12 during the effective date of this IEP? ☒ Yes ☐ No Current Grade: 7th
If no, is the student a preschooler receiving Special Education services? ☐ Yes ☒ No
B. Is the student being considered for California Modified Assessment? ☐ Yes ☒ No
If yes, please complete the CMA worksheet. (Click on help to find CMA worksheet)
C. Is the student being considered for California Alternative Performance
Assessment (e.g., CAPA)? If yes, please complete the CAPA worksheet. ☐ Yes ☒ No
School District
12345 Ash Street, San Diego CA 92123 (123) 456-7890
INDIVIDUALIZED EDUCATION PROGRAM – SPECIAL FACTORS
| STUDENT’S NAME | BIRTH DATE | AGE | GRADE | GENDER | STUDENT ID |
|---|---|---|---|---|---|
| Henry Student | 00/00/000 | 13 | 7th | Male | 1234567 |
IEP Meeting Date: 1/22/15
STATEWIDE ACHIEVEMENT ASSESSMENTS (Including DRDP, CST, CMA, CAPA, and CAHSEE)
| Assessment – Test | Exemptions, Variations, Accommodations, Modifications |
|---|---|
| (Blank rows) | (Blank rows) |
Fresno
Statewide Assessments
Student Name: [Redacted]
Birthdate: [Redacted]
IEP Date: 12/11/2018
Indicate student’s participation in the California Assessment of Student Performance and Progress (CAASPP) below:
English Language Arts (Grades 3–8, & 11)
☐ To participate in an alternate performance assessment
☐ Alternate Assessment without Designated Supports or Accommodations
☐ Alternate Assessment with Designated Supports Embedded
☐ Alternate Assessment with Designated Supports Non-Embedded
☐ Alternate Assessment with Accommodations Embedded
☐ Alternate Assessment with Accommodations Non-Embedded
☐ Alternate Assessment with Accessibility Support (requires CDE Approval)
Math (Grades 3–8, & 11)
☐ To participate in an alternate performance assessment
☐ Alternate Assessment without Designated Supports or Accommodations
☐ Alternate Assessment with Designated Supports Embedded
☐ Alternate Assessment with Designated Supports Non-Embedded
☐ Alternate Assessment with Accommodations Embedded
☐ Alternate Assessment with Accommodations Non-Embedded
☐ Alternate Assessment with Accessibility Support (requires CDE Approval)
Science (Grades 5, 8 & High School)
☑ To participate in an alternate performance assessment
☑ If student is taking Alternate Assessment the IEP team has reviewed the criteria for taking alternate assessments.
The student will not participate in the SBAC because Alternate Assessment
Participation in an Alternate Assessment is appropriate because [Redacted]
Physical Fitness Test (Grades 5, 7 & 9)
☐ Out of testing range
☐ Without Accommodations
☐ With Accommodations
☐ With Modifications (Check with PFT Office prior to use)
☑ Other State-Wide/ District-Wide Assessment(s) Alternate Assessment(s)
☐ Desired Results Developmental Profile (DRDP) – (Preschoolers Ages 3, 4 and 5 years)
☑ Adaptations Not Applicable
☐ Sensory support
☐ Functional positioning
☐ Alternative response mode
☐ Assistive equipment or device
☐ Visual support
☐ Alternative mode for written language
☐ Augmentative or alternative communication system
☐ ELPAC (English Learners Only)
☐ Listening without Designated Supports or Accommodations
☐ Listening with Designated Supports Non-embedded
☐ Listening with Accommodations Non-embedded
☐ Listening with Unlisted Resources (requires CDE Approval)
☐ Speaking without Designated Supports or Accommodations
☐ Speaking with Designated Supports Non-embedded
☐ Speaking with Accommodations Non-embedded
☐ Speaking with Unlisted Resources (requires CDE Approval)
☐ Reading without Designated Supports or Accommodations
☐ Reading with Designated Supports Non-embedded
☐ Reading with Accommodations Non-embedded
☐ Reading with Unlisted Resources (requires CDE Approval)
☐ Writing without Designated Supports or Accommodations
☐ Writing with Designated Supports Non-embedded
☐ Writing with Accommodations Non-embedded
☐ Writing with Unlisted Resources (requires CDE Approval)
☐ Alternate Assessment to ELPAC
If yes, areas of alternate assessment: ☐ Listening ☐ Speaking ☐ Reading ☐ Writing
Name of alternate assessment(s) ______________________
Person responsible to administer alternate assessment(s) ______________________
☐ Standards Based Tests in Spanish STS
☐ Math without Designated Supports or Accommodations
☐ Math with Designated Supports
☐ Math with Accommodations
☐ Reading, Language, Spelling without Designated Supports or Accommodations
☐ Reading, Language, Spelling with Designated Supports
☐ Reading, Language, Spelling with Accommodations
Student Name: [Redacted]
Birthdate: [Redacted]
IEP Date: 12/11/2018
The service options that were considered by the IEP team (List all): Options considered: GenEd with support, SDC MM, MS, ALPS, SLP, APE. Chosen: ALPS
In selecting LRE, describe the consideration given to any potential harmful effect on the child or on the quality of services that he or she needs: Team discussed and considered potential harmful effects of missing general education curriculum which includes grade level standards. The team determined the benefit of a placement in a regional program or an intensive early intervention program, etc… and individual/small group instruction and the need for individual/small group instruction in assisting student in meeting goals outweigh the potential harm.
SUPPLEMENTARY AIDS & SERVICES AND OTHER SUPPORTS FOR SCHOOL PERSONNEL, OR FOR STUDENT, OR ON BEHALF OF THE STUDENT
☐ The IEP team discussed and determined the following program accommodations are not needed in general education classes or other education-related settings.
☑ The IEP team discussed and determined the following program accommodations are needed in general education classes or other education-related settings.
| Program Accommodations | Start Date | End Date | Location |
|---|---|---|---|
| Assistive technology | 12/10/2018 | 9/11/2019 | Educational environment |
| Obtain student attention before speaking | 12/10/2018 | 9/11/2019 | Educational environment |
| Provide directions in a variety of modalities | 12/10/2018 | 9/11/2019 | Educational environment |
| Instructions presented one at a time, and repeated/rephrased in a positive voice, tone, and level | 12/10/2018 | 9/11/2019 | Educational environment |
| Visual Cues | 12/10/2018 | 9/11/2019 | Educational environment |
| Scribe | 12/10/2018 | 9/11/2019 | Educational environment |
| Use of manipulatives and images requires for success | 12/10/2018 | 9/11/2019 | Educational environment |
| Alternate Response Options (Reading, Writing, Listening) | 12/10/2018 | 9/11/2019 | Educational environment |
| Reduce distractions to the student | 12/10/2018 | 9/11/2019 | Educational environment |
| Extended time | 12/10/2018 | 9/11/2019 | Educational environment |
| Check for understanding | 12/10/2018 | 9/11/2019 | Educational environment |
☐ The IEP team discussed and determined program modifications are not needed in general education classes or other education-related settings.
☑ The IEP team discussed and determined the following program modifications are needed in general education classes or other education-related settings.
| Program Modifications | Start Date | End Date | Frequency | Duration | Location |
|---|---|---|---|---|---|
| Shorten assignments to focus on mastery of key concepts | 12/10/2018 | 9/11/2019 | Daily | 6 hours | Educational environment |
| Errorless Learning | 12/10/2018 | 9/11/2019 | Daily | 6 hours | Educational environment |
☐ The IEP team discussed and determined other supports for school personnel, or for student, or on behalf of the student are not needed.
☑ The IEP team discussed and determined the following other supports for school personnel, or for student, or on behalf of the student are needed.
| Other Supports for School Personnel, for Student, or on Behalf of Student | To Support | Start Date | End Date | Frequency | Duration | Location |
|---|---|---|---|---|---|---|
| Extra support person designated to assist [Redacted] with school-wide tasks. | ☑ Student ☐ Personnel | 9/5/2018 | 9/5/2019 | Daily | Throughout the day | School-wide. All activities during the |
What do I look for in the IEP to know if it is good?
If you are a general education teacher, this is the most important part of the IEP. You are legally bound to allow the accommodations and modifications listed on the IEP. If any of them don’t make sense or sound awful, speak up! If any are missing, speak up. Also know that, while some are written as needed, all are really as needed. The IEP might say testing in a separate room but if the student doesn’t want that or need that on a particular exam, it doesn’t have to happen. An IEP shouldn’t be a sledgehammer, forcing a student to do something. Instead, an IEP should be a tool that the student can draw on to be successful– and one you can draw on to support them. So if a student is really squirmy in whole class testing, you might want to push that separate room– or the student might ask for it. At the same time, you can’t say no to an accommodation or modification listed on an IEP. It is a legally binding document. You can however ask that a particular accommodation or modification be removed at an IEP meeting.
If you are a parent, you want to check that these make sense. A lot of times students get an accommodation in kindergarten that somehow carries until 9th grade and makes utterly no sense. General education teachers need to implement these– and your child might be forced to have these if you have an intense general education teacher– so make sure that you have all of the accommodations your child needs and no more and no weird ones in the IEP. I regularly get ones for a tenth grader that state a read aloud or other things that my student thinks is super baby-ish. That accommodation has probably sat in the IEP for 6 years. It needs to go. I like to review accommodations with my students and ask them what they like. Students need agency in their IEPs and this is the easiest place for your child to speak up– they know what they like and hate so ask them their opinion!
When and how should I get help?
It depends on who you are. If you are a parent, you have the right to show the IEP to anyone you want to get their thoughts on it– and the right to bring someone who has “knowledge or special expertise regarding the child” to the IEP meeting. To learn more about parents’ rights in IEP, visit our page on the rights hidden inside district procedural safeguards.
If you are a teacher at the school and are worried about the quality of the IEP goals, feel out the case manager. If you hit resistance, try meeting with a service provider at the school an administrator, or a special education teacher that you are more comfortable with– but try the case manager first to get a sense of what is going on.
Here is what IDEA says in 34 C.F.R. § 300.321(a)(6) about bringing people to meetings:
‘‘(vi) at the discretion of the parent or the agency,
other individuals who have knowledge or special expertise regarding the child, including related services personnel as appropriate; and
other individuals who have knowledge or special expertise regarding the child, including related services personnel as appropriate; and
What are the disclaimers?
This website is not a lawyer or an educational advocate. Nothing on this site is, nor is intended to be, legal advice. The information here is for informational purposes only.
If you are worried about your student or child’s IEP, please reach out to a real, live human.
Many law schools have free educational law clinics for special education. Many larger districts employ ombudsmen to bridge the gap between parents and schools. Many regions and states have parent centers that can help parents connect to other parents and find resources in their community. All of those are free, as is talking through the paperwork with a friend. Educational advocates are often paid professionals with special expertise who can also help. While we are happy to address general questions about the IDEA law or IEP process, please note that any communication via email is for informational purposes only and cannot be treated as legal advice. You can email questions to rose@spedhelper.org.
California IEP Guide: Special Factors
What is the special factors IEP section?
On almost every district’s IEP there is a section explicitly titled special factors, because that is what the hodgepodge of things on that page is called in the federal law. IDEA states that IEP teams have to look at special factors that might impact a student’s learning in school including whether they are an English language learner, whether they are visually impaired, whether they are Deaf or hard of hearing, whether they have communication needs, whether they have behavioral challenges, or whether they would benefit from assistive technology like voice to text or an augmented communication device.
The way that most districts have operationalized this is by creating a page titled special factors with a lot of yes or no check boxes. Take Arizona for example. On the IEP, the team checks needed or not needed next to assistive technology, language needs for English learners, communication needs, behavioral needs, visual support needs for a visually impaired student, and hearing supports needed for a Deaf or hard of hearing student. In their sample, the team also wrote in a bit explaining their nos or adding context. Lots of districts don’t do that though and this page is just a check yes or no page. It’s an important page to pay attention to though because if anything is checked yes on this page, you want to know about it.
As an FYI, each of the boxes means something particular. For example, if the team checks yes on the behavior box on special factors that means that the child needs a behavior support plan. If a student is kind of rude in school, skips some classes, and is defiant sometimes, they would most likely have a no for that box. A yes is for students whose behaviors are significant enough to warrant a coordinated, formal behavior plan monitored and reviewed regularly by the full IEP team. This is typically for students with histories of safety concerns at school, whether that is running, self-harm, or aggression or histories of major disruptions and defiance significant enough to warrant a BSP/BIP (behavior support or intervention plan) rather than just an IEP goal focused on improving behaviors. Similarly, if the assistive technology box is checked, that means that the student needs specialized technology bought and paid for that individual child by the district. A 1-to-1 laptop from the district isn’t assistive technology. A special program on that laptop paid for by the district for that student would be. And the communication box should only be checked if the student works with a speech and language pathologist– and they check that box.
Where in the IEP is the special factors section?
Special factors is almost always it’s own page. It’s typically found after present levels but before IEP goals, although that can vary by district. It will almost always have special factors in its title.
How does special factors sections vary across states and districts?
Overall, this section doesn’t vary much district to district. One district might describe an English learner differently than another, but both will ask if a student is an English learner.
What does the IDEA law say about special factors?
The Individuals with Disabilities Education Act outlines the special factors section of the IEP, stating that teams must look at positive behavior interventions for students with behaviors, language needs for English learners, communication and visual supports, and assistive technology.
What IDEA says in 34 C.F.R. § 300.324(a)(2):
(2) Consideration of special factors. The IEP Team must—
(i) In the case of a child whose behavior impedes the child’s learning or that of others, consider the use of positive behavioral interventions and supports, and other strategies, to address that behavior;
(ii) In the case of a child with limited English proficiency, consider the language needs of the child as those needs relate to the child’s IEP;
(iii) In the case of a child who is blind or visually impaired, provide for instruction in Braille and the use of Braille unless the IEP Team determines, after an evaluation of the child’s reading and writing skills, needs, and appropriate reading and writing media (including an evaluation of the child’s future needs for instruction in Braille or the use of Braille), that instruction in Braille or the use of Braille is not appropriate for the child;
(iv) Consider the communication needs of the child, and in the case of a child who is deaf or hard of hearing, consider the child’s language and communication needs, opportunities for direct communications with peers and professional personnel in the child’s language and communication mode, academic level, and full range of needs, including opportunities for direct instruction in the child’s language and communication mode; and
(v) Consider whether the child needs assistive technology devices and services.
Fresno
This IEP comes from San Joaquin College of Law. See the full IEP here.
San Diego
This IEP comes from Voices for Children. See the full IEP here.
Because the images can be hard to read, a transcript is below.
Fresno
FRESNO UNIFIED SCHOOL DISTRICT
SPECIAL FACTORS
Student Name: [Redacted]
Birthdate: [Redacted]
IEP Date: 12/11/2018
Does the student require assistive technology devices and/or services? ☑ Yes ☐ No
Rationale: Use of picture icons to communicate his needs.
Visual Schedule
Does the student require low incidence services, equipment and/or materials to meet educational goals? ☐ Yes ☑ No
(If yes, specify)
Considerations if the student is blind or visually impaired: n/a
Considerations if the student is deaf or hard of hearing: n/a
If the student is an English Learner, complete the following section:
Does the student need primary language support? ☐ Yes ☑ No
If yes, how will it be provided?
Who will provide ELD services to student?
☐ General Education
☐ Special Education
The student will participate in the following type of program:
☐ Structured Language Immersion
☐ Alternative Program (Describe)
Comments:
[Redacted] exhibits outbursts as shown by scratching and biting other students/staff.
Does student’s behavior impede learning of self or others? ☑ Yes ☐ No (Describe)
If yes, specify positive behavior interventions, strategies, and supports:
See Behavior Intervention Plan
☑ Behavior Goal is part of this IEP
☑ Behavior Intervention Plan (BIP) Attached
San Diego
INDIVIDUALIZED EDUCATION PROGRAM – SPECIAL FACTORS
| STUDENT’S NAME | BIRTH DATE | AGE | GRADE | GENDER | STUDENT ID |
|---|---|---|---|---|---|
| Henry Student | 00/00/000 | 13 | 7th | Male | 1234567 |
IEP Meeting Date: 1/22/15
SPECIAL EDUCATION SERVICE DELIVERY
List Subject Area, Content Area and Related Service in which services are delivered / Select Service and Environment / Describe services include hours
| List Subject Area, Content Area, Related Services | Service | Environment | Comments (Describe Services i.e. co-teaching, collaboration, consult) |
|---|---|---|---|
| Reading, Writing, Math, Science | Specialized Academic Instruction | General Ed | Small group, collaboration, co-teach, consult |
| Mental Health Related Services | MHRS | Separate Classroom | Individual |
Explain why student is not participating in the general education environment:
Henry needs small group instruction in order to access grade level curriculum.
PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE
| STUDENT’S NAME | BIRTH DATE | AGE | GRADE | GENDER | STUDENT ID |
|---|---|---|---|---|---|
| Henry Student | 00/00/000 | 13 | 7th | Male | 1234567 |
IEP Meeting Date: 1/22/15
HEALTH (For Initial and Triennial reassessments, include date of most recent hearing and vision screenings)
Hearing Screening Date: _______________
Vision Screening Date: _______________
☒ No health concerns exist. ☐ The following health concerns exist: _______________________
ENGLISH LEARNER
If the student’s home language is other than English, describe below.
Is the student an English Learner? ☐ Yes ☒ No
Language Proficiency Assessment Results:
CELDT Level: _______________
Spanish IDEA Proficiency Test (IPT) level: _______________
SDOAI informal assessments: _______________
Instructional Program:
English language development (ELD) provided by: (Check any that apply)
☐ Classroom Teacher ☐ Education Specialist
What do I look for in the IEP to know if it is good?
As a parent, you want to make sure the information here is accurate. If your child has been suspended for aggression, you want to see the behavior box checked and a behavior support plan present in the IEP. If the IEP is mostly a discussion of your child’s behaviors and that box isn’t checked and there is no BSP, you need to ask why. If you think your child needs specialized technology to succeed, whether that is a magnifying sheet to make text bigger or an iPad with a communication app on it, you need to speak up. What’s on this page has to be provided by the district so you want those boxes checked if your child has a need.
As a teacher, the two big things to look at are the behavior box and the assistive technology box. If the behavior box is checked, look for the behavior plan. Then read it really closely, ask questions, and make a plan. If the box is checked and there is no plan, get the counselors or school psychologist involved because something is wrong. The student might never have an issue in your class, but the checking of the behavior box means there is a significant concern. The second thing to notice is whether there is assistive technology. If so, you want to follow up with the student and make sure they have access to it in your classroom. Also speak up. If you have safety concerns about the student and the box isn’t checked, ask. If you think a student would benefit from specialized technology and it isn’t in the IEP, ask. You are part of the team
When and how should I get help?
It depends on who you are. If you are a parent, you have the right to show the IEP to anyone you want to get their thoughts on it– and the right to bring someone who has “knowledge or special expertise regarding the child” to the IEP meeting. To learn more about parents’ rights in IEP, visit our page on the rights hidden inside district procedural safeguards.
If you are a teacher at the school and are worried about the quality of the IEP goals, feel out the case manager. If you hit resistance, try meeting with a service provider at the school an administrator, or a special education teacher that you are more comfortable with– but try the case manager first to get a sense of what is going on.
Here is what IDEA says in 34 C.F.R. § 300.321(a)(6) about bringing people to meetings:
‘‘(vi) at the discretion of the parent or the agency,
other individuals who have knowledge or special expertise regarding the child, including related services personnel as appropriate; and
other individuals who have knowledge or special expertise regarding the child, including related services personnel as appropriate; and
What are the disclaimers?
This website is not a lawyer or an educational advocate. Nothing on this site is, nor is intended to be, legal advice. The information here is for informational purposes only.
If you are worried about your student or child’s IEP, please reach out to a real, live human.
Many law schools have free educational law clinics for special education. Many larger districts employ ombudsmen to bridge the gap between parents and schools. Many regions and states have parent centers that can help parents connect to other parents and find resources in their community. All of those are free, as is talking through the paperwork with a friend. Educational advocates are often paid professionals with special expertise who can also help. While we are happy to address general questions about the IDEA law or IEP process, please note that any communication via email is for informational purposes only and cannot be treated as legal advice. You can email questions to rose@spedhelper.org.
