Article Plan: List of Accommodations and Modifications PDF Georgia (as of 12/04/2025)

This article details Georgia’s accommodation and modification resources, including IEPs, Section 504 plans, and assessment guidelines.
It references the 2023-2024 Student Assessment Handbook and USG policies, offering links to relevant PDF forms and contact information.

Georgia’s educational framework prioritizes inclusive practices through accommodations and modifications detailed in IEPs and 504 plans. These plans support student access to curriculum and assessments, ensuring equitable learning opportunities for all.

Purpose of Accommodation and Modification Plans

Accommodation and modification plans are central to Georgia’s special education system, designed to ensure students with disabilities have equitable access to learning. Accommodation plans aim to change how a student learns the material, without altering the content itself. Examples include extended time on tests or preferential seating. These plans are documented within Individualized Education Programs (IEPs) or Section 504 plans.

Modification plans, conversely, change what a student is expected to learn. This might involve simplifying assignments or reducing the number of problems. Modifications are typically reserved for students with significant cognitive disabilities. Both accommodation and modification sections are consistently present within IEPs, clearly outlining support for both classroom instruction and standardized assessments.

The overarching goal is to remove barriers to learning and allow students to demonstrate their knowledge and skills accurately. These plans are not merely procedural; they are vital tools for fostering student success and promoting inclusive educational environments throughout Georgia’s school systems.

Legal Framework: IEPs and Section 504 Plans

Georgia’s approach to accommodations and modifications is firmly rooted in federal legislation, primarily the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act of 1973. IEPs (Individualized Education Programs) are mandated for students eligible for special education services under IDEA, detailing individualized goals, services, and, crucially, accommodations and modifications.

Section 504 plans, on the other hand, provide protections for students with disabilities who may not qualify for an IEP but still require support. These plans outline accommodations necessary to ensure equal access to education. Both IEPs and 504 plans are legally binding documents, requiring parental involvement and regular review.

The Georgia Department of Education provides guidance and resources to ensure compliance with these federal laws. Understanding the distinctions between these plans is vital for educators, parents, and students to navigate the special education landscape effectively and advocate for appropriate support.

Distinguishing Accommodations from Modifications

A critical aspect of supporting students with diverse learning needs is understanding the difference between accommodations and modifications. Accommodations change how a student learns the material, without altering the content itself. Examples include extended time on tests, preferential seating, or assistive technology. These ensure equal access to the curriculum.

Modifications, conversely, change what a student is expected to learn. This might involve reducing the complexity of assignments, providing simplified reading materials, or altering grading criteria. Modifications fundamentally change the learning objectives.

Spedhelper emphasizes that both are listed in IEPs, separated for classroom and assessment contexts. Georgia’s guidelines prioritize accommodations to maintain the integrity of state standards. Modifications are considered more significant alterations and require careful justification, particularly regarding standardized testing and program requirements.

Georgia’s Student Assessment Handbook & Accommodations

The 2023-2024 Student Assessment Handbook outlines IAP/Section 504 plans, EL/TPC integration, and local LEA responsibilities regarding accommodation implementation in Georgia.

Overview of the 2023-2024 Student Assessment Handbook

The Georgia Department of Education’s 2023-2024 Student Assessment Handbook serves as the primary guide for standardized testing and accommodation procedures across the state. This comprehensive document, published by the Office of Assessment and Accountability, details the processes for implementing both accommodations and modifications for students with disabilities and English learners.

A significant portion of the handbook is dedicated to clarifying the Individual Accommodation Plan (IAP) process, aligning it with Section 504 plans. It emphasizes the importance of collaborative planning involving the student’s educational team, including teachers, administrators, and parents. The handbook also addresses the integration of plans developed by the EL/Test Participation Committee (EL/TPC) for English learners, ensuring consistent support during assessments.

Furthermore, the handbook clearly defines the responsibilities of Local Education Agencies (LEAs) in correctly implementing accommodations. It provides an overview of Georgia’s broader supports available to students with disabilities, linking to additional resources and guidance. Understanding this handbook is crucial for ensuring equitable access to assessment for all Georgia students.

Individual Accommodation Plan (IAP) / Section 504 Plan Details

The 2023-2024 Student Assessment Handbook dedicates substantial attention to the specifics of Individual Accommodation Plans (IAPs) and their relationship to Section 504 Plans. These plans are fundamental to ensuring students with disabilities receive appropriate support during assessments and classroom instruction.

An IAP outlines the specific accommodations a student requires, based on their individual needs and documented disabilities. It’s crucial that these plans are developed collaboratively by a team, including educators, parents, and, when appropriate, the student themselves. Section 504 Plans, addressing broader accessibility needs, often inform the development of the IAP.

The handbook stresses the importance of aligning accommodations with a student’s documented needs and avoiding those that invalidate the test. Detailed documentation within both the IAP and 504 Plan is essential, justifying the necessity of each accommodation. Proper implementation and consistent application of these plans are key to equitable assessment practices in Georgia.

EL/Test Participation Committee (EL/TPC) Plan Integration

Georgia’s approach to student assessment recognizes the unique needs of English Learners (ELs) and students with disabilities, necessitating careful integration of EL/Test Participation Committee (EL/TPC) plans with Individual Accommodation Plans (IAPs). The 2023-2024 Student Assessment Handbook highlights this crucial intersection.

The EL/TPC plan considers linguistic factors that may impact a student’s test performance, ensuring accommodations address language barriers without compromising test validity. This committee reviews assessment results and recommends appropriate participation options, including accommodations and, in some cases, alternative assessments.

Effective integration requires collaboration between special education teams and EL specialists. Accommodations for ELs with disabilities must be determined jointly, considering both language proficiency and disability-related needs. The handbook emphasizes that accommodations should be selected to minimize the impact of both language and disability on test scores, providing a fair and accurate measure of student achievement.

Local LEA Responsibilities Regarding Accommodation Implementation

Local Education Agencies (LEAs) in Georgia bear significant responsibility for the proper implementation of student accommodations, as outlined in the 2023-2024 Student Assessment Handbook. LEAs must establish clear procedures for identifying students requiring accommodations, developing Individual Accommodation Plans (IAPs) or Section 504 plans, and ensuring consistent application of these plans across all assessments.

This includes providing professional development for teachers and staff on accommodation guidelines and best practices. LEAs are also responsible for maintaining accurate documentation of all accommodations provided, including the rationale for their selection and evidence of their effectiveness.

Furthermore, LEAs must ensure that accommodations are provided in a standardized manner, adhering to the guidelines set forth by the Georgia Department of Education. Regular monitoring and evaluation of accommodation implementation are crucial to ensure equity and compliance, ultimately supporting student success.

Overview of Georgia’s Supports for Students with Disabilities

Georgia provides a comprehensive framework of supports for students with disabilities, encompassing both accommodations and modifications. The state emphasizes individualized education programs (IEPs) and Section 504 plans as the cornerstones of this support system, ensuring students receive tailored assistance to access the curriculum and demonstrate their learning.

These supports extend beyond the classroom, encompassing standardized testing accommodations as detailed in the Student Assessment Handbook. Georgia’s commitment includes resources for Local Education Agencies (LEAs) to effectively implement these plans, alongside professional development opportunities for educators.

The University System of Georgia (USG) also offers specific guidelines and petition processes for students requiring modifications to program requirements, such as foreign language coursework. These combined efforts aim to foster inclusive learning environments and promote equitable outcomes for all students with disabilities across the state.

Accommodations for Classroom Instruction

Classroom accommodations in Georgia are individualized, addressing specific learning needs. Spedhelper notes that IEPs clearly outline these supports for both instruction and assessments.

Common Classroom Accommodations in Georgia

Georgia’s approach to classroom accommodations prioritizes student access to the general education curriculum. These supports are detailed within Individual Accommodation Plans (IAPs) or Section 504 plans, ensuring individualized instruction. Common accommodations include extended time on assignments and tests, preferential seating to minimize distractions, and reduced assignment load.

Assistive technology, such as text-to-speech software or graphic organizers, is frequently utilized. Teachers may also provide modified materials, breaking down complex tasks into smaller, more manageable steps. Frequent check-ins and clear, concise instructions are also standard practices.

Furthermore, accommodations can involve alternative assessment methods, allowing students to demonstrate their knowledge in ways that bypass specific learning challenges. It’s crucial to remember, as highlighted by resources like Spedhelper, that these accommodations are distinct from modifications, which alter the curriculum itself. The goal is to level the playing field, not to lower expectations.

Examples of Accommodations for Specific Learning Disabilities

For students with dyslexia, common accommodations in Georgia include audiobooks, text-to-speech software, and extended time for reading and writing tasks. Preferential seating near the teacher can also minimize distractions. Students with dysgraphia may benefit from assistive technology for writing, such as speech-to-text software, or reduced handwriting demands.

Those with dyscalculia often require calculators, graph paper, and extended time on math assessments. Visual aids and manipulatives can also support understanding of mathematical concepts. For students with ADHD, accommodations might include frequent breaks, a quiet workspace, and assistance with organization and time management.

These are just examples; IAPs and Section 504 plans are tailored to each student’s unique needs. Remember, the focus remains on providing equitable access to learning, as outlined in Georgia’s assessment guidelines and supported by resources like Spedhelper, without altering the core curriculum.

Documentation Requirements for Classroom Accommodations

Georgia requires thorough documentation for all classroom accommodations, typically outlined within a student’s Individualized Education Program (IEP) or Section 504 plan. This documentation must clearly specify the accommodation, the rationale for its implementation, and the data supporting its necessity.

For students in the University System of Georgia (USG), disability service providers are responsible for determining eligibility and documenting appropriate academic accommodations, as detailed in Appendices D-H of the Student Affairs Handbook. This includes diagnostic reports, evaluations, and a clear statement of functional limitations.

Local LEAs are responsible for maintaining accurate records of accommodation implementation and monitoring student progress. While specific forms may vary, the documentation must demonstrate a consistent effort to meet the student’s individual needs. Spedhelper resources emphasize the importance of detailed records for both classroom and testing accommodations.

Accommodations for Assessments

Georgia distinguishes between classroom and testing accommodations, offering standardized test options (ACT, SAT, GRE, etc.). Documentation is key, and students won’t be penalized for utilizing approved accommodations.

Testing Accommodations vs. Classroom Accommodations

Understanding the difference between testing and classroom accommodations is crucial in Georgia’s educational framework. Spedhelper emphasizes that every Individualized Education Program (IEP) meticulously outlines both sets of accommodations – those for daily instruction and those specifically for assessments. While overlap can occur, the intent and implementation often differ significantly.

Classroom accommodations aim to help students access the curriculum and participate fully in learning activities. These might include preferential seating, extended time on assignments, or modified assignments. Conversely, testing accommodations ensure a student’s disability doesn’t hinder the accurate demonstration of their knowledge on standardized tests.

Examples of testing accommodations include extended time, a separate testing environment, or assistive technology. It’s vital to remember that accommodations should be individualized, based on a student’s specific needs, and documented appropriately within their IEP or 504 plan. The Georgia Student Assessment Handbook provides detailed guidance on permissible testing accommodations.

Standardized Test Accommodations (ACT, SAT, GRE, LSAT, MCAT)

Georgia students with disabilities are entitled to accommodations on national standardized tests like the ACT, SAT, GRE, LSAT, and MCAT, ensuring fair access to higher education opportunities. The University System of Georgia (USG) explicitly states that students will not face penalties for utilizing approved accommodations during these crucial admissions tests.

However, securing these accommodations requires proactive steps. Students must independently petition the testing agency, providing comprehensive documentation of their diagnosed disability and demonstrating a history of receiving similar accommodations in educational settings. This documentation typically includes an IEP, 504 plan, or a professional evaluation.

Each testing agency has its own specific procedures and deadlines for accommodation requests. It’s essential to familiarize oneself with these requirements well in advance of the test date. The USG emphasizes that disability service providers play a key role in assisting students with this process, offering guidance on documentation and navigating the application procedures.

Georgia-Specific Testing Accommodation Guidelines

Georgia’s Student Assessment Handbook provides detailed guidance on accommodations for state-level assessments, aligning with federal regulations and best practices. The handbook outlines procedures for Individual Accommodation Plans (IAPs) and Section 504 plans, ensuring consistency in accommodation implementation across Local Education Agencies (LEAs).

LEAs bear the responsibility for accurately documenting and implementing accommodations as specified in a student’s plan. This includes training staff on appropriate accommodation procedures and monitoring their effective use during testing. The handbook emphasizes the importance of collaboration between general education teachers, special education staff, and parents in determining appropriate accommodations.

Georgia’s supports for students with disabilities are comprehensive, aiming to provide equitable access to assessment. The EL/Test Participation Committee (EL/TPC) plays a crucial role in integrating accommodations for English Learners with disabilities. Resources are available to assist LEAs in navigating these complex guidelines and ensuring all students have the opportunity to demonstrate their knowledge and skills.

Modifications to Curriculum and Program Requirements

USG policies allow petitioning for course substitutions, like waiving foreign language requirements, with proper documentation. Students with disabilities won’t be penalized for using accommodations on standardized tests.

University System of Georgia (USG) Policies on Modifications

The University System of Georgia (USG) acknowledges the need for flexibility in program requirements for students with documented disabilities. While accommodations are generally provided within existing course structures, modifications – alterations to the core curriculum – require a formal petition process. Specifically, students seeking a course substitution, such as a waiver for a foreign language requirement often mandated for degree completion, must follow their institution’s established procedures.

This petition necessitates comprehensive documentation outlining the disability and explaining why the modification is essential for equitable access to education. The USG emphasizes that students utilizing accommodations on standardized admissions tests (ACT, SAT, GRE, LSAT, MCAT) will not face any penalties or negative repercussions. Disability service providers within each USG institution are responsible for evaluating documentation and determining eligibility for academic accommodations and modifications, guided by detailed guidelines found in Appendices D-H of the Student Affairs Handbook.

The overarching goal is to ensure students with disabilities have equal opportunities to succeed, balancing academic rigor with individualized needs and legal requirements.

Petition Process for Course Substitutions (e.g., Foreign Language)

Students within the University System of Georgia (USG) seeking modifications to program requirements, particularly course substitutions like waiving a foreign language requirement, must initiate a formal petition. This process is handled directly through the student’s individual institution, adhering to their specific, established procedures. Each university maintains its own unique application forms and submission guidelines, readily available through the disability services office or academic advising department.

The petition requires substantial documentation, including a current psychoeducational evaluation detailing the disability and a clear rationale explaining why the requested substitution is necessary for equitable access to education. The documentation must demonstrate how the disability directly impacts the student’s ability to fulfill the foreign language requirement.

Successful petitions demonstrate a compelling need and alignment with the USG’s commitment to providing reasonable accommodations. Students should proactively consult with disability services to understand the specific requirements and strengthen their application.

Documentation Guidelines for Academic Accommodations in USG

The University System of Georgia (USG) provides detailed documentation guidelines for disability service providers determining eligibility for academic accommodations. These guidelines, found in Appendices D-H of the Student Affairs Handbook, ensure consistency and fairness across all USG institutions. Documentation must be comprehensive, current, and directly relevant to the student’s current functional limitations within an academic setting.

Acceptable documentation typically includes a psychoeducational evaluation conducted by a qualified professional (e.g., psychologist, psychiatrist). Reports should include diagnostic information, a description of the disability’s impact on academic performance, and specific recommendations for accommodations. Medical documentation may be required for certain conditions.

USG emphasizes that documentation should not merely state a diagnosis but rather demonstrate the need for accommodations. Providers are responsible for interpreting the documentation and determining appropriate, reasonable accommodations based on individual student needs and the academic context.

Resources and Further Information

Explore Spedhelper for terminology clarification and IEP details. Access USG Disability Services Appendices (D-H) and Georgia Department of Education contacts for comprehensive support.

Spedhelper Resources on Accommodations and Modifications

Spedhelper serves as a valuable resource for understanding the often-complex terminology surrounding accommodations and modifications within the Georgia educational system. The platform emphasizes that every Individualized Education Program (IEP) must contain a dedicated section outlining a student’s specific accommodations and modifications.

Crucially, Spedhelper highlights that this information is consistently divided into two distinct categories: accommodations and modifications for standard classroom instruction, and those specifically designed for testing scenarios. This clear separation is vital for ensuring students receive appropriate support in all learning environments.

Understanding this distinction is key for parents, educators, and students alike. Spedhelper’s resources aim to demystify the process, providing clarity on what constitutes an accommodation versus a modification, and how these supports are documented and implemented to foster student success. It’s a practical guide for navigating the specifics of Georgia’s special education framework.

University System of Georgia Disability Services Appendices (D-H)

University System of Georgia Disability Services Appendices (D ‒ H)

The University System of Georgia (USG) provides comprehensive documentation guidelines, detailed within Appendices D through H of the Student Affairs Handbook, specifically for disability service providers. These appendices are crucial for determining eligibility for academic accommodations across all USG colleges and universities.

These guidelines aren’t intended for students directly, but rather for the professionals responsible for evaluating requests and implementing appropriate support. They outline the specific types of documentation required to substantiate a student’s need for accommodations, ensuring a consistent and equitable process statewide.

The appendices cover general and specific requirements, offering clarity on acceptable forms of evidence. This structured approach helps disability service providers make informed decisions, ultimately facilitating access to necessary accommodations for students with disabilities pursuing higher education within the USG system. It’s a foundational resource for ensuring inclusive learning environments.

Accessing Accommodation/Modification PDF Forms in Georgia

Locating official accommodation and modification PDF forms in Georgia requires navigating several key resources. While a centralized repository isn’t explicitly stated, the Georgia Department of Education (GaDOE) and individual Local Education Agencies (LEAs) are primary sources.

The 2023-2024 Student Assessment Handbook, specifically page 119, references the Individual Accommodation Plan (IAP) and Section 504 plan documentation. These plans themselves often utilize standardized PDF forms, obtainable through your child’s school or district.

Furthermore, the University System of Georgia (USG) provides documentation guidelines (Appendices D-H) that, while not forms themselves, inform the types of documentation needed. Contacting the GaDOE Special Education Services or individual university disability services offices directly is recommended to acquire specific PDF templates for IEPs, 504 plans, and course substitution petitions.

Contact Information for Georgia Department of Education Special Education Services

For direct inquiries regarding accommodations, modifications, and special education services in Georgia, contacting the Georgia Department of Education (GaDOE) is crucial. While a specific dedicated phone number for accommodation questions isn’t readily available in the provided resources, the GaDOE offers comprehensive support through its Special Education Services division.

Individuals can access contact information and resources on the GaDOE website, typically under the “Special Education” section. This includes details for various programs and personnel specializing in student support.

Furthermore, reaching out to your Local Education Agency (LEA) – your local school district – is vital. LEAs often serve as the first point of contact for specific accommodation-related concerns. The GaDOE website provides a directory to locate contact details for each LEA within the state, ensuring accessibility to localized support and guidance regarding IEPs and 504 plans.