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 OAR 581-015-2200(1)(d) and (1)(f) (paralleling 34 CFR 300.320(a)(4) and (a)(6)), 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 (Oregon Statewide Assessment System, including OSAS/OAKS and the Oregon Statewide Alternate Assessment), the IEP Team must specify any individual appropriate accommodations (OAR 581-015-2200(1)(f)). If the student will take the Oregon Statewide Alternate Assessment, the IEP must explain why the student cannot participate in the regular assessment and why the alternate is appropriate (OAR 581-015-2200(1)(f); 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 (OAR 581-015-2220(4); 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 (OAR 581-015-2215) 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; OAR 581-015-2800; 34 CFR 300.105). Under OAR 581-015-2800, the school district must ensure that assistive technology devices or services are made available to a child with a disability if required as part of the child's special education, related services, or supplementary aids and services. All accommodations must be provided at no cost to the family as part of FAPE (ORS 343.035; 34 CFR 300.17). 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 (OAR 581-015-2200(1)(d),(f); 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 (OAR 581-015-2200(1)(f); 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 (OAR 581-015-2220(4); 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 (ORS 343.223; OAR 581-015-2800; 34 CFR 300.105).
Accommodations must be provided at no cost to the family as part of FAPE (ORS 343.035; 34 CFR 300.17).
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 (ODE Assessment Accessibility Manual).
Key Timelines
Accommodations must be in effect at the beginning of each school year and as soon as possible after the IEP is developed (OAR 581-015-2220; 34 CFR 300.323(a)).
IEP accommodations must be reviewed at least annually and revised as needed at the annual IEP review (OAR 581-015-2225(1); 34 CFR 300.324(b)).
Reevaluations must occur at least every three years; accommodation needs may be updated following reevaluation (OAR 581-015-2110; 34 CFR 300.303).
Sources
Related IEP Guides
IEP Accommodations vs Modifications: What Parents Need to Know
Accommodations change how your child learns. Modifications change what — and can affect their diploma. Know the difference before your next IEP meeting.
Sensory Accommodations: The Full List Schools Don't Tell You About
The complete list of sensory accommodations for IEPs — auditory, visual, tactile, movement, oral, environmental, and testing. Sample IEP language included.