[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-498597-105":59,"doc-detail-498597-en":134},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":127,"head_meta":129,"extra_data":131,"updated_unix":133},105,"en","instructional-accommodations-for-students-with-disabilities","Instructional Accommodations for Students with Disabilities","","Instructional accommodations support students with disabilities—particularly students with dyslexia—by providing effective, equitable access to grade-level or course instruction while maintaining grade-level standards. Accommodations should be individualized based on formal dyslexia testing, discussed and approved through the educational team, parent, and testing specialist at annual 504 or ARD meetings, and recorded in the 504 Service Plan or IEP. Educators should regularly monitor use and effectiveness, adjust as needs change, and ensure accommodation decisions consider TEKS-aligned performance and valid state assessment requirements.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/instructional-accommodations-for-students-with-disabilities/498597/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/instructional-accommodations-for-students-with-disabilities/498597.png","ImageObject",300,407,{"name":92,"@type":93},"CatatanPagi","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-02",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of accommodations for students with disabilities?","Question",{"text":112,"@type":113},"Accommodations change materials, actions, or techniques (including technology) so students can participate meaningfully in grade-level or course instruction. For students with dyslexia, accommodations provide equitable access without lowering grade-level standards.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How are accommodations selected and documented?",{"text":117,"@type":113},"Accommodations are individualized based on formal dyslexia testing and discussed by the educational team, parent, and testing specialist during the student’s annual 504 or ARD meeting. They are then listed in the 504 Service Plan or the IEP.",{"name":119,"@type":110,"acceptedAnswer":120},"What are examples of reasonable classroom accommodations?",{"text":121,"@type":113},"Examples include copies of notes, note-taking assistance, additional time for assignments and tests, reduced or shortened assignments through chunking, alternative quiet test locations, priority seating, oral reading of directions, and word banks or formula charts.",{"name":123,"@type":110,"acceptedAnswer":124},"How should accommodations be monitored and adjusted over time?",{"text":125,"@type":113},"Accommodations should be regularly monitored by the student, parent, teacher, and dyslexia specialist. Educators collect and analyze data on effectiveness, and accommodations can be removed or added as needs change during the school year.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},498597,1791610427,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":14,"language":143,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":144,"faqs":145,"seo_title":146,"seo_description":67,"update_tm":147,"read_time":24,"preview_page_count":4},962090894170,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Instructional Accommodations for Students with Disabilities  \nIn addition to specialized instruction, accommodations provide the student with dyslexia effective and equitable access to grade-level or course instruction in the general education classroom. Students with dyslexia may benefit from classroom accommodations, which simply allow the student to display their academic strengths without lowering grade-level standards.  \nAccommodations are not a one size fits all; rather, the impact of dyslexia on each individual student determines the accommodation. Accommodations should be individualized to fit the unique needs of the student as revealed in the formal dyslexia testing.  \nAccommodations are discussed and approved by the educational team, parent, and testing specialist at the student's annual 504 or ARD meeting, then listed on the 504 Service Plan or Individualized Education Plan (IEP) .  \nAccommodations should be regularly monitored by student, parent, teacher and dyslexia specialist, and can be removed or added to the Services Plan as needed at any time during the school year.  \nListed below are examples of reasonable classroom accommodations:  \n● Copies of notes (e.g. , teacher-or peer-provided)  \n● Note-taking assistance x Additional time on class assignments and tests  \n● Reduced/shortened assignments (e.g. , chunking assignments into manageable units, fewer items given on a classroom test or homework assignment without eliminating concepts, or student planner to assist with assignments)  \n● Alternative test location that provides a quiet environment and reduces distractions  \n● Priority seating assignment  \n● Oral reading of directions or written material  \n● Word banks  \n● Formula charts  \nWhen making decisions about accommodations, instruction is always the foremost priority. Not all accommodations used in the classroom are allowed during a state assessment. However, an educator’s ability to meet the individual needs of a student with dyslexia should not be limited by whether an accommodation is allowable on a state assessment.  \nAccommodations are changes to materials, actions, or techniques, including the use of technology, that enable students with disabilities to participate meaningfully in grade-level or course instruction. The use of accommodations occurs primarily during classroom instruction as educators use various instructional strategies to meet the needs of each student. A student may need an accommodation only temporarily while learning a new skill, or a student might require the accommodation throughout the school year or over several years.  \nIn order to make accommodation decisions for students, educators should have knowledge of the Texas Essential Knowledge and Skills (TEKS) and how a student performs in relation to them. Educators should also collect and analyze data pertaining to the use and effectiveness of accommodations (e.g. , assignment/test  \nscores with and without the accommodation, observational reports) so that informed educational decisions can be made for each student. By analyzing data, an educator can determine if the accommodation becomes inappropriate or unnecessary over time due to the student’s changing needs. Likewise, data can confirm for the educator that the student still struggles in certain areas and should continue to use the accommodation.  \nFor more information, see Critical Information about Accommodations for Students with Disabilities available at [http://www.tea.state.tx.us/student.assessment/accommodations/staar-telpas/. For more](http://www.tea.state.tx.us/student.assessment/accommodations/staar-telpas/. For more) information about  \ntechnology integration, see [http://www.region10.org/dyslexia/techplan/](http://www.region10.org/dyslexia/techplan/) .  \nAccess to Instructional Materials for Students with Disabilities  \nAccessible instructional materials (AIM) are textbooks and related core instructional materials that have been converted into specialized formats ","cbCaiaXfG7xbgJVZ","https://ap.wps.com/l/cbCaiaXfG7xbgJVZ","pdf",51597,"English","# Instructional Accommodations for Students with Disabilities\n## Access to Instructional Materials for Students with Disabilities\n## State Assessments and Accommodations","[{\"question\":\"What is the purpose of accommodations for students with disabilities?\",\"answer\":\"Accommodations change materials, actions, or techniques (including technology) so students can participate meaningfully in grade-level or course instruction. For students with dyslexia, accommodations provide equitable access without lowering grade-level standards.\"},{\"question\":\"How are accommodations selected and documented?\",\"answer\":\"Accommodations are individualized based on formal dyslexia testing and discussed by the educational team, parent, and testing specialist during the student’s annual 504 or ARD meeting. They are then listed in the 504 Service Plan or the IEP.\"},{\"question\":\"What are examples of reasonable classroom accommodations?\",\"answer\":\"Examples include copies of notes, note-taking assistance, additional time for assignments and tests, reduced or shortened assignments through chunking, alternative quiet test locations, priority seating, oral reading of directions, and word banks or formula charts.\"},{\"question\":\"How should accommodations be monitored and adjusted over time?\",\"answer\":\"Accommodations should be regularly monitored by the student, parent, teacher, and dyslexia specialist. Educators collect and analyze data on effectiveness, and accommodations can be removed or added as needs change during the school year.\"}]","Instructional Accommodations for Students with Disabilities | PDF",1790984370]