Common Speech & Language IEP Accommodations

1 2018, Speech Room News, LLCC ommon Speech & Language IEP AccommodationsArticulation:Allow longer oral response time. Model good Speech production in the classroom. Provide preferential seating beside a peer with good Speech production. Reinforce accurate production of Speech sounds. Reduce the amount of background noise in the classroom. Provide preferential seating near the teacher or at the front of the class. Modify assignments requiring student to make oral classroom presentations. Discuss Speech concerns with Speech - Language on Speech severity, allow the student to substitute oral assignments with written papers or use AAC. Modify grading based on Speech impairment. Allow the student time to express themselves (do not interrupt a slow speaker). Provide SLP with spelling/vocabulary list. Allow the student to use AAC to help communicate with student practice in a small group before presenting to the :Shorten and/or modify oral directions.

2 Ask student to repeat or rephrase the directions to ensure longer oral response time. Provide visuals to enhance explanation of new material, especially with abstract concepts. Give written directions or visual cues for verbal directions. Obtain student s attention before giving a direction. Assist student in giving correct responses by accepting his/her answers and expanding, or giving the student an opportunity to explain his/her response. Simplify question forms by asking basic questions, one at a time. Modify assignments requiring student to make oral classroom presentations. Provide individualized instruction to improve student s ability to complete activities requiring listening. Provide varied opportunities for Language development through participation in regular classroom activities. Discuss Language concerns with Speech - Language pathologist. Utilize a planner to maintain organization. Utilize classroom routines and highlight changes to any routine.

3 Pre-teach vocabulary. Pair vocabulary with multi-sensory learning for word lists with vocabulary and definitions to display in a visible place within the classroom. Use a story map, graphic organizer, student drawing, etc. to increase the child s Speech or writing contains grammar or word order errors, show them the correct form in frequently occurring errors, build it into daily oral Language as practice for the entire students to use manipulatives to solve math problems to give them a visual new information. Sitting near a peer for two sets of textbooks one for home, one for marker to highlight important textbook sectionsVoice:Encourage appropriate use of voice in the student reduce the instances of yelling or throat clearing. ( providing a visual or gestural reminder)Modify assignments requiring student to make oral classroom presentations. Reduce the amount of background noise in the classroom.

4 Discuss voice concerns with Speech - Language pathologist. 2018, Speech Room News, LLCF luency:Reinforce instances of easy Speech in the longer oral response assignments requiring student to make oral classroom presentations. Reduce amount of pressure to communicate in the classroom. Avoid telling student to slow down when participating in group discussions. Discuss fluency concerns with Speech - Language student practice in a small group before presenting to the :Allow for time-outs as necessary (in room and out of room). Follow PBIS and reward the student when on students with AAC devices allow time for them to respond. Allow the student to use a visual schedule. Provide the student with visual choices. Provide written and verbal instructions If-Then/First-Then testing arrangements. Preferential seating (Near the teacher, away from noises). Extended time to complete assignments or modify assignments into small steps.

5 Allow the student to have an object to fidget or chew. Use a wiggle cushion during seat the student to stand at desk if student several minutes before a transition additional time to complete a task. Allow extra time to turn in homework without student practice in a small group before presenting to the a check-in time to organize day. Pair a student with a good behavioral model for Impairment:Preferential seating (near the teacher, away from noise). Writing assignments and directions for student to read. Speak facing the student. Utilize FM system/Sound Field as prescribed by your SLP. Copy class notes for the student. Accommodate testing (extended time, placement). Reduce classroom noise as much as Speech & Language IEP AccommodationsAuthorTERMS OF USE: : Copyright 2018, Jenna Rayburn Kirk, MA, CCC-SLP, Speech Room News, remains with Jenna Rayburn and Speech Room News, LLC. Purchaser of this product has purchased ONE LICENSE to utilize this item with the purchaser s classroom/caseload.

6 You may make copies of this resource as needed to meet the needs of your own caseload/classroom. This item is bound by copyright laws . You may not edit, redistribute, sell, or post this item online or in another location. Expressed written permission is required to share, edit, or post this item. Violators of copyright are subject to the penalties of the Digital Millennium Copyright Act. Copyright FAQThis resource was free. Can I email it to my coworkers?No, please direct them to join the newsletter list to get their own access! are 3 SLPs in my building. Can we share one download? You can share one download as long as you purchase two additional licenses from my store. Go to My Purchases and select purchase additional licenses .The item was free. Can I post it on my school website for homework? No, you may not post the item or part of the item for download online. This applies to both free and paid district SLPs post resources in a shared Google Drive account.

7 Is this allowed to go there?No. It is a copyright violation to share the download through an online server. If you want to share the resource as a recommendation, share a link to the download. Can I make copies and send this resource home with my students?Yes! You may make as many copies for your caseload/classroom as needed. I purchased an RtIpacket. Can I share it with all the teachers in my school?Yes! The RtIpackets are okay to share with other staff in your building. If there are multiple SLPs, please purchase an additional license for each SLP. I love this resource! Can I share about it on my website?Yes! You can post the cover image and direct link to your website. I d love to know if you post, so email me I m still not sure how I can use this resource. Who can I ask?Email me you for your purchase! JennaAbout the Author: Jenna Rayburn Kirk, MA, CCC-SLP is an ASHA certified Speech - Language Pathologist. She works full time as a school SLP in Ohio.

8 Jenna was an invited speaker at the American Speech and Hearing Association Convention in 2016. She s presented at the national, state, and local level about a variety of topics related to school-based Speech and Language therapy. Jenna has created over 350 resources for her fellow SLPs and is the number one SLP seller on TpT.