IEP Accommodations in Oregon
What IEP accommodations are available in Oregon?
Accommodations in Oregon IEPs are supports and adjustments that enable a student with a disability to access the general education curriculum and participate in assessments without fundamentally altering content or performance expectations. Under 34 CFR 300.320(a)(4) and ORS 343.151, the IEP must specify the special education, related services, supplementary aids and services, and program modifications or supports for school personnel that will be provided. For statewide assessments, the IEP Team must specify any individual appropriate accommodations. If the student will take an alternate assessment (Oregon Statewide Alternate Assessment), the IEP must explain why the student cannot participate in the regular assessment and why the alternate is appropriate (34 CFR 300.320(a)(6)). Oregon districts are responsible for ensuring all regular and special education teachers and related service providers implementing the IEP are informed of the student's specific accommodations and their responsibilities (34 CFR 300.323(d)). Accommodations must be based on the student's individualized needs as documented in the PLAAFP. Oregon's Standard IEP Toolkit provides guidance on distinguishing accommodations from modifications. For students with specific disabilities, ODE provides targeted accommodation guidance including an assessment accessibility manual. Assistive technology devices or services must be provided as part of the IEP when required (ORS 343.223; 34 CFR 300.105). All accommodations must be provided at no cost to the family as part of FAPE (34 CFR 300.17; ORS 343.035). Section 504 plans similarly provide accommodations for students who do not qualify for IDEA services but have a disability that substantially limits a major life activity (ORS 343.068; 29 U.S.C. 794).
What Oregon Requires
The IEP must specify all accommodations for instruction and state/districtwide assessments, including supplementary aids and services and program modifications or supports for school personnel (34 CFR 300.320(a)(4),(6); ORS 343.151).
For state assessments, the IEP must list individual appropriate accommodations, or if the student will take the Oregon Statewide Alternate Assessment, explain why and which assessment is appropriate (34 CFR 300.320(a)(6)).
All teachers and service providers implementing the IEP must be informed of accommodations and their specific responsibilities for implementation (34 CFR 300.323(d)).
Assistive technology devices and services must be provided as part of the IEP when required by the student's needs; the State Board establishes definitions by rule (ORS 343.223; 34 CFR 300.105).
Accommodations must be provided at no cost to the family as part of FAPE (34 CFR 300.17; ORS 343.035).
Section 504 plans provide accommodations for students ineligible for IDEA who have a disability substantially limiting a major life activity (ORS 343.068; 29 U.S.C. 794).
Accommodations must not fundamentally alter what is being assessed; they provide access without lowering content or performance standards.
Key Timelines
Accommodations must be in effect at the beginning of each school year and as soon as possible after the IEP is developed (34 CFR 300.323(a)).
IEP accommodations must be reviewed at least annually and revised as needed at the annual IEP review (34 CFR 300.324(b)).
Reevaluations must occur at least every three years; accommodation needs may be updated following reevaluation (34 CFR 300.303).