IEP Modifications in Vermont: Accommodations vs. Modifications
What is the difference between accommodations and modifications in a Vermont IEP?
In Vermont, modifications are changes to the curriculum content or performance expectations for a student with a disability, distinct from accommodations that do not alter content expectations. The IEP must document program modifications under Rule 2363.7, including any modifications to the general curriculum along with supports for school personnel. When modifications are employed, the IEP must also explain the extent to which the student will not participate with nondisabled peers in the regular class and in nonacademic and extracurricular activities (Rule 2363.7; 34 CFR 300.320(a)(5)). Vermont's LRE requirements at Rule 2364 require that placement decisions always consider the least restrictive environment consistent with the student's needs. Under Rule 2364.1, students with disabilities must be educated with nondisabled peers to the maximum extent appropriate, with supplementary aids and services provided before considering more restrictive placements. Vermont promotes inclusive education and Universal Design for Learning (UDL) practices as preferred approaches before curriculum modifications are implemented. For students with the most significant cognitive disabilities who take the Vermont Alternate Assessment, the IEP must document why the student cannot participate in the general assessment and why the alternate assessment is appropriate (Rule 2363.7; 34 CFR 300.320(a)(6)(ii)). Under Rule 2364.4, Vermont ensures equitable access and participation in nonacademic and extracurricular activities for students with disabilities.
What Vermont Requires
The IEP must document all program modifications and supports for school personnel necessary for the student to advance toward annual goals and be involved in the general curriculum (Rule 2363.7; 34 CFR 300.320(a)(4)).
The IEP must explain the extent to which the student will not participate with nondisabled peers in regular classes and nonacademic/extracurricular activities (Rule 2363.7; 34 CFR 300.320(a)(5)).
Students with the most significant cognitive disabilities may take the Vermont Alternate Assessment; the IEP must justify why the student cannot participate in the general assessment (Rule 2363.7; 34 CFR 300.320(a)(6)(ii)).
The IEP team must consider LRE under Rule 2364.1 before recommending modifications that remove a student from general education; supplementary aids and services must be considered first (Rule 2364.1; 34 CFR 300.114).
Vermont ensures equitable access and participation in nonacademic and extracurricular activities for students with disabilities (Rule 2364.4; 34 CFR 300.117).
Vermont promotes UDL and inclusive education as preferred practices; modifications should be used only when less restrictive supports are insufficient (VT AOE Guidance; Rule 2364.1).
Key Timelines
Modifications must be reviewed at least annually as part of the IEP review (Rule 2363.6; 34 CFR 300.324(b)).
The IEP team must consider annually whether modifications remain appropriate and whether the student can increase participation in the general curriculum (Rule 2363.6; 34 CFR 300.324(b)(1)).