Two students with autism take the same Friday spelling test. One hears each word read twice, in a quieter room. The other spells 8 words from her own list, matched to her reading. The first has an accommodation; the second has a modification. A classroom modification changes what a student learns or how teachers measure mastery, and that difference shows up in grades, on the transcript and in the diploma decision. Modifications follow the needs shown in a student’s present levels, never the diagnosis. This list of classroom modifications for students with autism runs to 25: 20 for everyday classwork and 5 for tests and grades, most of them set in Grades 9–12 and 18–22 programs.
- What is taught: 1. Fewer objectives · 2. Priority standards · 3. Different objective · 4. Simpler concept · 5. Functional skill
- Texts and reading: 6. Leveled text · 7. Key passages · 8. Fewer words · 9. Literal questions · 10. Read-aloud in reading
- Written work: 11. Shorter product · 12. Fill-in frames · 13. Fewer skills · 14. Smaller project · 15. Different product
- Classwork: 16. Prepared contribution · 17. Fewer stations · 18. Group role · 19. Completion criterion · 20. Homework
- Tests and grades: 21. Priority-standards tests · 22. Fewer choices · 23. Read-aloud or calculator · 24. Grading on IEP objectives · 25. Work samples
- All 25 in one table
Modification or accommodation? Three questions that settle it
Every classroom adaptation is either an accommodation, which changes how a student gets to the work, or a modification, which changes the work itself: the learning target, the standard of mastery or what the test measures. The Center for Parent Information and Resources says a modification usually means “a change in what is being taught to or expected from the student” (CPIR). Washington’s Office of the Education Ombuds draws the line at proficiency: with accommodations, the student is expected to reach “the same level of proficiency” as peers, while a modification “changes the standard or what the test or assignment is supposed to measure” (OEO).
To sort accommodations and modifications for students with autism, ask three questions about any support on the IEP draft:
- Does the learning target change?
- Does the standard of mastery change, meaning what counts as “proficient”?
- Does the test now measure something different?
One yes makes it a modification. Three noes make it an accommodation. The same support can land on either side, depending on the skill being taught or tested:
| Support | Accommodation when… | Modification when… |
|---|---|---|
| Read-aloud | it’s a science test, and science is what’s measured | it’s a reading test that measures decoding |
| Fewer problems | the student practices the same skills with fewer repetitions | the student practices fewer skills |
| Word bank | vocabulary isn’t being assessed | the test is a vocabulary test |
| Calculator | the task is an applied word problem | the quiz measures computation |
Headphones, movement breaks, early release between classes, preferential seating and break cards are accommodations: they change access, and the standard stays where it was. For that list, see our guide to IEP accommodations for autism. Behavior expectations belong in the student’s goals and behavior plan, not on a modification list.
Deliver the accommodation first, and check that it was delivered. A student with autism may need only accommodations and stay on grade-level standards, and the decision is made subject by subject: a modified English target can sit beside accommodations alone in math.
20 classroom modifications for students with autism
Each item gives a grade band, the question it answers yes to, and IEP wording with the blanks left in.
What is taught
1. Fewer learning objectives per lesson
A Grades 9–12 culinary arts lesson on knife skills lists four objectives. [Student] works on two: naming the knives in the kit and using the claw grip. Changes: the learning target.
IEP wording: “In [culinary arts], [Student] works toward [2] priority objectives per lesson, marked by the special education teacher each [Friday]; mastery = [4 of 5] skill checks correct.”
2. Priority standards for the course
The team picks 6 of the 12 standards in a Grades 9–12 biology course and lists them in an attachment. [Student] is taught the full course with peers and graded on the 6. Changes: the mastery standard.
IEP wording: “[Student] is taught the full [biology] course and graded on the [6] priority standards in the IEP attachment, on unit assessments the special education teacher builds by [date].”
Watch for: “reduced curriculum” with no named standards can’t be checked against the grade book, and biology usually carries graduation credit.
3. Same lesson, different objective
On a Grades 9–12 community-based instruction trip to a grocery store, classmates compare unit prices. [Student], in the same group, finds three items from the list using picture cards. Changes: the learning target.
IEP wording: “On [community-based instruction] trips, [Student] has an individual objective ([find 3 items using picture cards]) written by the special education teacher before each trip; scored out of [3].”
4. A simpler version of the concept
While the Grades 6–8 math class adds fractions with unlike denominators, [Student] adds like-denominator fractions with fraction strips. Changes: the learning target.
IEP wording: “In math, [Student] works on [like-denominator addition] within the class unit, from a set the special education teacher provides by [Monday]; scored as items correct of items assigned.”
5. A functional skill taught inside the unit
In an 18–22 program’s consumer math class, classmates work out sales tax and tips. [Student] finds the sale price of three store items with a calculator, and the team records why it chose the functional skill. Changes: the learning target.
IEP wording: “During the [percent] unit in [consumer math], [Student] practices [finding sale prices] for [15] minutes per period, with materials the special education teacher prepares by [Monday]; scored out of [3].”
Texts and reading
6. A text at the student’s reading level, same topic
A Grades 6–8 ELA unit grades close reading of an article on the Constitutional Convention. [Student] reads an adapted article on the same event at their level and answers the same questions. In social studies, where only content is graded, this would be an accommodation. Changes: the mastery standard.
IEP wording: “In [ELA], core texts are provided at [Student]’s instructional level on the same topic, chosen by [role] the week before each unit; graded on the class questions.”
Watch for: if audio lets [Student] follow the grade-level text, use that accommodation first.
7. Key passages instead of the whole text
The Grades 9–12 English class reads a full novel. [Student] reads a summary of each chapter plus two marked passages. Changes: the learning target.
IEP wording: “For class novels in [English], [Student] reads chapter summaries and [2] passages per chapter marked by [role] before the unit; reading checks cover those passages, mastery = [4 of 5] correct.”
8. Fewer vocabulary or spelling words
The Grades K–5 class list has 20 spelling words a week. [Student] studies 8 that they will meet in class texts that month. Changes: the learning target.
IEP wording: “Weekly spelling: [8] words from the month’s class texts, listed by the special education teacher each month; tested on that list and scored out of [8].”
9. Literal questions in place of inferential ones
Grades 6–8 ELA classmates answer “Why did the author open with this scene?” [Student] answers who, what and where questions about the same chapter. Changes: the mastery standard.
IEP wording: “In [ELA], [role] adapts comprehension questions on class texts to literal recall before the lesson; scored as questions correct of questions assigned.”
Watch for: base this on comprehension data, and keep teaching inference through the reading goal (see our guide to reading comprehension IEP goals). Otherwise the modification quietly becomes permanent.
10. Read-aloud on a task that teaches reading
In a Grades K–5 lesson whose objective is independent reading, the passage is read to [Student], who answers the questions. Changes: the mastery standard.
IEP wording: “During [ELA] independent reading tasks, [the teacher, a recording or text-to-speech] reads the text to [Student]; graded on comprehension only. Decoding is taught in [specially designed instruction: time and setting].”
Written work and assignments
11. A shorter written product on a modified target
A Grades 9–12 world history prompt calls for a five-paragraph essay on the causes of World War I. [Student] answers it with a topic sentence and two supporting details. Changes: the mastery standard.
Watch for: three sentences can become the ceiling, so keep teaching sentences and paragraphs through a writing goal, using these written expression goal examples.
IEP wording: “In [world history], written assignments longer than [one paragraph] become [3] sentences on the same prompt; the special education teacher sends the modified prompts by [Monday], and work is graded on the modified rubric in the IEP attachment.”
12. Fill-in frames in place of composing
In a Grades 9–12 chemistry lab whose rubric grades the written explanation, [Student] completes a conclusion frame (“The reaction produced ___, which shows ___”) from a word bank. Changes: the learning target.
IEP wording: “In [chemistry] labs, [Student] completes conclusions with a frame and word bank the co-teacher or special education teacher hands out with the lab sheet; science is scored, composition is not.”
Watch for: sentence starters alone are an accommodation; a frame that does the composing is not.
13. Fewer problems covering fewer skills
The Grades K–5 class works 20 mixed two-step word problems. [Student]’s sheet has 6 single-step addition problems within 20, the skill the team is building first. Changes: the learning target.
IEP wording: “Math practice is [6] items on [Student]’s priority skill ([addition within 20]), written by the special education teacher from the lesson’s story by [Monday]; scored out of [6].”
14. A smaller project
A Grades 9–12 government project asks for five sources, a paper and a class presentation. [Student] uses two sources, keeps notes in place of the paper and presents to the teacher for three minutes, on a rubric without the synthesis and audience criteria. Changes: the mastery standard.
IEP wording: “In [government], research projects use [2] sources, notes and a [3]-minute presentation to the teacher, graded on a modified rubric the special education teacher writes at assignment.”
15. A different product that drops a skill
In Grades 6–8 science, [Student] shows the water cycle with a labeled model in place of the lab report, whose grade includes writing. Changes: the learning target.
IEP wording: “In [science], [Student] may replace [lab reports] with [a labeled model], scored on [3] content points with a rubric the special education teacher writes at assignment. Writing is taught in [class or service].”
Classwork and participation
16. A prepared contribution in place of the discussion standard
A Grades 9–12 English seminar rubric grades building on others’ ideas in real time. [Student] prepares a two-sentence comment with the special education teacher and reads it from a card. Changes: the mastery standard.
IEP wording: “In [English] graded discussions, [Student] gives [1] comment prepared with [role] the day before; graded complete when delivered and on topic.”
Watch for: with a social communication goal, the card is a step toward live responses.
17. Fewer stations, each tied to an IEP objective
A Grades 9–12 applied math rotation has five stations. [Student] completes three, each holding a task on an IEP objective, such as counting out change or reading a bus schedule. Changes: the learning target.
IEP wording: “In [applied math] rotations, [Student] completes [3] stations with tasks on IEP objectives, written weekly by the special education teacher and set up by [the paraprofessional]; scored as tasks correct of tasks given.”
18. A group role with a different graded objective
In a Grades 9–12 physics group lab on pendulums, peers are graded on analyzing the results and [Student] on recording the group’s measurements. A role graded on the same objective as everyone else’s would be an accommodation. Changes: the learning target.
IEP wording: “In [physics] group labs, [Student]’s graded objective is [recording measurements], written on the task card by [role] before the lab; mastery = [9 of 10] entries correct.”
19. A modified completion criterion
A Grades 6–8 math class is graded on all 20 worksheet items, multi-step ones included. [Student] completes 12 starred single-step items, and 10 correct counts as mastery. Changes: the mastery standard.
IEP wording: “On [math] classwork, [Student] completes the [12] items the special education teacher stars the day before; mastery = [10 of 12] correct.”
20. Homework on the IEP objective
The Grades 6–8 math class takes home 15 two-step equations. [Student] takes home five one-step equations, their current objective. Changes: the learning target.
IEP wording: “[Math] homework is [5] items on [Student]’s current objective, sent by the special education teacher each [Monday]; scored out of [5] in place of the class homework grade.”
5 modifications to tests and grades
These five change what a classroom test or grade measures.
21. Tests on priority standards only
The Grades 9–12 algebra unit test has 30 items on 8 standards. [Student]’s version has 10 items on their 3 priority standards; fewer items on all 8 would be an accommodation. Changes: what the test measures.
IEP wording: “[Algebra] unit tests and quizzes cover [Student]’s [3] priority standards in [10–12] items, built from the class test by the co-teacher two school days ahead; graded against those standards.”
22. Fewer answer choices
On Grades 6–8 health quizzes, [Student]’s multiple-choice items have three choices instead of four. Removing a plausible wrong answer makes a guess likelier to be right, so the score means something different from a classmate’s. Changes: the mastery standard.
IEP wording: “On classroom tests in [health], multiple-choice items have [3] choices; the special education teacher removes one distractor per item when building the test, and grades are reported as modified per district policy.”
23. A read-aloud or calculator where the test measures that skill
On a Grades K–5 reading test the passages are read to [Student]; on a Grades 6–8 computation quiz [Student] uses a calculator. Each support does the skill the test checks. Changes: what the test measures.
IEP wording: “Classroom [reading/computation] tests: [read-aloud by the teacher/calculator] provided; scored on what the test still measures ([listening comprehension/entering each problem correctly and checking that the answer is reasonable]) and recorded as a modified assessment.”
24. Grading against IEP objectives
In a Grades 9–12 U.S. history class, [Student] is graded “mastered”, “developing” or “emerging” on the modified objectives, and the report card says so. Changes: the mastery standard.
IEP wording: “In [U.S. history], grades reflect progress on the IEP’s modified objectives (mastered = at least [4 of 5] correct on each of the two latest checks; developing = [2 of 5] or more on the latest check, short of mastered; emerging = [0–1 of 5] on the latest check), assigned by the general and special education teachers together each grading period; the report card notes modified grading per district policy.”
Watch for: U.S. history usually carries graduation credit; check the credit rules below before the team signs.
25. Work samples in place of the unit test
In an 18–22 program’s job-training class, five dated work samples (an inventory count, a timesheet, a sorted mail run) replace the written unit test. Changes: what the test measures.
IEP wording: “The [job training] unit assessment is [5] dated work samples of [inventory counts, timesheets and mail sorting], collected by [the job coach or teacher] and scored by the special education teacher on the modified rubric.”
All 25 modifications in one table
These examples of classroom modifications sort three ways: 12 change the learning target, 10 change the mastery standard and 3 change what the test measures.
| # | Modification | What changes | Band and subject |
|---|---|---|---|
| 1 | Fewer objectives | Learning target | Grades 9–12 culinary arts |
| 2 | Priority standards for the course | Mastery standard | Grades 9–12 biology |
| 3 | Different objective | Learning target | Grades 9–12 community-based instruction |
| 4 | Simpler concept | Learning target | Grades 6–8 math |
| 5 | Functional skill | Learning target | 18–22 program consumer math |
| 6 | Leveled text | Mastery standard | Grades 6–8 ELA |
| 7 | Key passages | Learning target | Grades 9–12 English |
| 8 | Fewer words | Learning target | Grades K–5 spelling |
| 9 | Literal questions | Mastery standard | Grades 6–8 ELA |
| 10 | Read-aloud in reading | Mastery standard | Grades K–5 reading |
| 11 | Shorter product | Mastery standard | Grades 9–12 world history |
| 12 | Fill-in frames | Learning target | Grades 9–12 chemistry |
| 13 | Fewer skills | Learning target | Grades K–5 math |
| 14 | Smaller project | Mastery standard | Grades 9–12 government |
| 15 | Different product | Learning target | Grades 6–8 science |
| 16 | Prepared contribution | Mastery standard | Grades 9–12 English |
| 17 | Fewer stations | Learning target | Grades 9–12 applied math |
| 18 | Group role | Learning target | Grades 9–12 physics |
| 19 | Completion criterion | Mastery standard | Grades 6–8 math |
| 20 | Homework on the IEP objective | Learning target | Grades 6–8 math |
| 21 | Priority-standards tests | What the test measures | Grades 9–12 algebra |
| 22 | Fewer answer choices | Mastery standard | Grades 6–8 health |
| 23 | Read-aloud or calculator | What the test measures | Grades K–5 reading; Grades 6–8 math |
| 24 | Grading on IEP objectives | Mastery standard | Grades 9–12 U.S. history |
| 25 | Work samples | What the test measures | 18–22 program job training |
What a modification does to grades, transcripts and the diploma
A modification changes the standard behind a grade, so it changes what the grade means outside the classroom.
Report card. Federal civil rights guidance lets a report card note that progress was measured against a modified curriculum, as long as it explains progress as informatively as it does for students without disabilities (OCR, 2008). In the same regular class on the general curriculum, students are generally graded on the same standards; for modified content, OCR leaves the standards to the state and district.
Transcript. A transcript may show that a student took a class with a modified or alternate curriculum. The notation can’t disclose a disability or special education, can’t be used to identify programs for students with disabilities, and has to fit the transcript’s purpose of showing academic credentials. In general, it may not note accommodations.
State and district tests. The IEP lists the accommodations for state and district tests and, if the team chooses an alternate assessment, why the student needs it (34 CFR 300.320(a)(6)). Alternate assessments on alternate achievement standards are for students with the most significant cognitive disabilities, under a statewide cap of 1.0 percent of the students assessed in each subject (34 CFR 200.6). No disability category, autism included, makes a student eligible on its own, and parents must be told how the alternate assessment may affect the path to a regular diploma. A classroom modification doesn’t carry over to state tests, and a support that changes what a state test measures, such as item 23’s, may be barred or invalidate the score: check your state’s accommodations manual.
Diploma. A regular diploma is the standard diploma most students in the state receive, fully aligned with state standards and not with alternate ones; a certificate of completion doesn’t count. A regular diploma ends the district’s duty to provide special education; a certificate doesn’t (34 CFR 300.102). Whether a modified course earns credit depends on state and local policy. Beginning no later than the first IEP in effect when the student turns 16 (earlier if the team or state requires it), transition services must include courses of study (34 CFR 300.320(b)); list the modified courses there.
Tell the family in writing, before the modification starts, what it means for credit and the diploma. Adding, changing or removing a modification changes the IEP, so prior written notice goes out before the change (34 CFR 300.503). Graduation with a regular diploma requires that notice too.
Writing a modification into the IEP
“Modified assignments as needed” can’t be delivered by a substitute, graded the same way by two teachers, or checked against the grade book. Item 11’s wording can, because it has the five things every modification needs: what is modified, in which classes, the modified target, who prepares it and by when, and how it is graded. Tie each to a need in the present levels, and write it in your state form’s section for modifications. Federal rules require the IEP to state “the program modifications or supports for school personnel” the student needs, with the projected start date and the anticipated frequency, location and duration (34 CFR 300.320(a)(4) and (a)(7)). Students assessed against alternate achievement standards also need benchmarks or short-term objectives, and states may require them more widely.
Progress on a modified target is tracked through a measurable goal. For item 4, the goal could read:
By [date], given a 6-item probe of like-denominator fraction addition with fraction strips available, [Student] will write the correct sum (simplifying not required) for at least 5 of 6 items on 3 of any 4 consecutive weekly probes, as recorded by the special education teacher on the weekly probe sheet (baseline: 1 of 6, 2 of 6 and 1 of 6 correct on three September probes).
If the student meets it early, the team raises it: unlike denominators next, then no strips. The modification keeps its own record, the delivery log below.
Who prepares the modified work, and proof it was delivered
The general education teacher helps decide the modifications at the IEP meeting (34 CFR 300.324(a)(3)) and grades the work; the special education teacher usually writes the modified objectives, rubrics and materials. A paraprofessional can set up materials but shouldn’t decide what the modification is.
Each teacher and provider responsible for the IEP must be told “the specific accommodations, modifications, and supports that must be provided” (34 CFR 300.323(d)), so keep a dated sign-off from each. IDEA doesn’t prescribe a log, but a weekly one is the simplest proof of delivery: whoever delivers a modification fills in its row on Friday, and the case manager files the sheet with graded work samples. A sample week, with illustrative entries, for a Grades 9–12 student whose IEP uses items 11, 21 and 17:
| Modification | What it looks like in class | Who | How often | Evidence it happened (week of [date]) |
|---|---|---|---|---|
| 11. 3-sentence written response | Modified prompt card stapled to the class prompt | Special education teacher prepares; history teacher grades | Every written assignment (4 this week) | Delivered: 4 of 4 prompts modified; 3 of 4 graded on the modified rubric (1 graded on the class rubric: re-brief). Score: met the modified rubric on 3 of 3 |
| 21. Priority-standards test | 10-item version of Friday’s quiz | Co-teacher | Each quiz or test (1 this week) | Delivered: modified quiz given. Score: 8 of 10 correct on the priority standards |
| 17. Three stations tied to IEP objectives | Station cards marked with [Student]’s objective | Para sets up | Daily applied math rotation (5 days) | Delivered: set up 4 of 5 days; missed Wednesday (the substitute plan didn’t include it). Score: 10 of 12 station tasks correct |
Print a blank copy (one page, no sign-up; the form is titled for accommodations and logs modifications the same way): Download the accommodation fidelity checklist (PDF, one page)
Reviewing a modification each grading period
Each grading period, the team asks two questions: is the student meeting the modified target, and is the modification still needed? Without the second, a third-grade modification can still be in place in ninth grade. IDEA requires review at least yearly (34 CFR 300.324(b)); a check each grading period catches readiness sooner.
Track. The weekly log records delivery and the score on the modified work. Once a month, the general education teacher gives four grade-level items on the same standard from the class quiz, and the case manager records the score out of 4.
Judge at each progress report (34 CFR 300.320(a)(3)), using decision rules the team writes into the IEP in advance. IDEA sets no formula; one workable set follows:
- Step down when the student meets the modified target on three consecutive weekly scores and the monthly grade-level check has risen twice in a row (for example, 0, then 1, then 2 of 4); a four-item check is a prompt for the team to look closer, not proof on its own. Move down one level, such as from the priority-standards test to the class test with three answer choices, at an IEP meeting or, if the parent and district agree, by written amendment; either way the parent gets prior written notice and, on request, a revised copy (34 CFR 300.324(a)(4) and (a)(6); 300.503).
- Raise the target when the student meets it but the grade-level check hasn’t moved.
- Not meeting the modified target? Check the log’s delivery entries first; a modification that wasn’t delivered can’t be judged. Then re-teach or adjust the target.
- Flat on both: bring it to the team, and ask whether the barrier is access, which calls for an accommodation, rather than content.
For a student for whom advancing on grade level isn’t a reasonable prospect, the Supreme Court said the program must still be “appropriately ambitious in light of his circumstances” (Endrew F. v. Douglas County School District, 2017). The IEP must also be aligned with the content standards for the grade the student is enrolled in (OSERS and OSEP, 2015), which is why the priority standards in items 2 and 21 come from that grade.
Report to families in plain sentences that name the record. An illustrative example: “On the weekly fraction probes for his goal, Sam scored 4, 5 and 4 of 6 over the last three weeks, up from 1 of 6 in September; the goal is 5 of 6 on three of any four weeks. On the monthly grade-level check he answered 2 of 4, up from 0 of 4 in September.”
Classroom modifications: common questions
What are some examples of modifications in the classroom?
Fewer learning objectives per lesson, a text at the student’s reading level, a shorter written product on a modified rubric, and homework on the student’s IEP objective are common examples. For tests and grades, there are priority-standards tests, fewer answer choices and grading against IEP objectives. Each changes the learning target, the mastery standard or what the test measures.
Can you give me an example of a curriculum modification?
In a high school biology course with 12 standards, the IEP team picks 6 priority standards and lists them in an IEP attachment. The student is taught the full course with classmates but graded only on those 6. The standard of mastery changes, so it is a modification, and the team checks what it means for graduation credit before signing.
How can a teacher help a student with autism?
Start with accommodations, which change how the student reaches the work (headphones, movement breaks, a read-aloud on a science test), and check that they are delivered. Our guide to IEP accommodations for autism, linked in the first section, covers that list. Turn to a modification only when data show the student needs a changed target or standard in a subject.
How do you grade a student whose work is modified?
Grade the work against the modified target and criterion the IEP names, such as 10 of 12 starred items correct. The report card may note that progress was measured against a modified curriculum, if it reports progress as informatively as it does for other students. Follow district policy for the notation, and tell the family in writing what it means for credit.
A test-day lesson with three activity levels
Students on a modified test still need test-taking strategies. In the Transition Curriculum’s Grades 11–12 Study Skills lesson (Education + Training unit), students choose an emoji for how they feel before a test, list strategies they already use, and go over ways to prepare: study ahead, sleep, eat breakfast, look through every question first, and cross out answers they know are wrong. In the lesson’s words: “Taking your time, using tools like underlining, asking for help when needed, and checking your work can make a big difference on test day.”
Three separate activities follow: Task A sorts testing dos and don’ts, Task B asks what three students should do (one is thinking about staying up all night), and in Task C students choose three steps for their own test-day plan and say which will help most.
A teacher can assign the activity that matches a student’s modified objective: a student working on recognizing helpful test-day actions completes the sort, while classmates build the full plan. Each Transition Curriculum lesson comes with three printable task worksheets, one per activity, which teachers can modify for IEP goals. The Transition Curriculum is written for Grades 9–12 and 18–22 programs and covers the skills behind postsecondary goals, in units such as Self-Determination, Education + Training, Employment Skills and Independent Living Skills.
Sources
The modifications in this list reflect common IEP practice and the guidance cited here; where no source is linked, the page makes no research claim for the item.
- U.S. Department of Education. Assistance to States for the Education of Children With Disabilities, 34 CFR 300.102(a)(3), 300.320(a)(2)–(4), (a)(6)–(7) and (b), 300.323(d), 300.324(a)(3)–(4), (a)(6) and (b)(1), and 300.503(a). Electronic Code of Federal Regulations. https://www.ecfr.gov/current/title-34/section-300.320 (and sections 300.102, 300.323, 300.324, 300.503)
- U.S. Department of Education. Title I assessment participation, 34 CFR 200.6(c)–(d). https://www.ecfr.gov/current/title-34/section-200.6 · Office of Special Education and Rehabilitative Services and Office of Special Education Programs. Dear Colleague Letter on Free Appropriate Public Education (FAPE), November 16, 2015. https://sites.ed.gov/idea/idea-files/osep-dear-colleague-letter-on-free-and-appropriate-public-education-fape/
- Center for Parent Information and Resources. Supports, Modifications, and Accommodations for Students. https://www.parentcenterhub.org/accommodations/
- Washington State Governor’s Office of the Education Ombuds. What are Accommodations and Modifications? https://www.oeo.wa.gov/en/education-issues/supports-students-disabilities/what-are-accommodations-and-modifications
- U.S. Department of Education, Office for Civil Rights. Dear Colleague Letter and FAQs on Report Cards and Transcripts for Students with Disabilities, October 17, 2008. https://www.ed.gov/laws-and-policy/individuals-disabilities/special-education-laws/faqs-report-cards-and-transcripts-students-disabilities
- Endrew F. v. Douglas County School District RE-1, 580 U.S. 386 (2017). https://www.supremecourt.gov/opinions/16pdf/15-827_0pm1.pdf
