Tools and procedures that provide equal access to instruction and assessment for students with disabilities. designed to "level the playing field" for students with disabilities, accommodations are generally grouped into the following categories:

A specialized physical education program for children with disabilities who may not safely or successfully participate in the regular physical education program.

Adults who have been granted responsibility for a child through legal adoptive proceedings that relinquish or terminate the rights of birth parents.

Goals written on the IEP that describe what the child is expected to achieve in the disability related area(s) over a one-year period. Annual Review: A review of a disabled student's special education services and progress that is completed at least once each school year by the student's teacher(s) at an IEP Team meeting. Changes in speci [..]

A process that begins each spring to determine a student's movement from elementary to middle or from middle to high school within the same program.

The process of collecting information about a student's strengths and weaknesses to improve his or her educational program. The information collected through tests, observations and interviews will assist the team in determining the child's levels of functioning and educational needs.

A specialized hearing assessment conducted to determine whether or not a student has a significant hearing loss. Authorization to Attend Letter: A notice sent to parents after they have consented to special education services indicating the date on which the student will begin to receive the recommended special education services.

A developmental disability, significantly affecting verbal and nonverbal communication and social interaction, generally evident before age 3, that adversely affects educational performance.

A plan to address problem behavior that includes, as appropriate, positive behavioral interventions, strategies and supports, program modifications and supplementary aids and services that may be required to address the problem behavior.

Instruction in two languages (English and the child's other-than-English language) provided to English language learners who are either non-English speaking and beginning to acquire English or who are beginning to perform at more advanced levels of English but are not at the level of native English-speaking students.