The Supplementary Aids and Services statement in the IEP describes the types of resources a student will need to progress in school. As defined by IDEA, supplementary aids and services statement is ,” based on peer-reviewed research to the extent practicable, to be provided to the child, or on behalf of the child, and a statement of the program modifications or supports for school personnel that will be provided to enable the child—(i) To advance appropriately toward attaining the annual goals; (ii) To be involved in and make progress in the general education curriculum in accordance with paragraph (a)(1) of this section, and to participate in extracurricular and other nonacademic activities; and (iii) To be educated and participate with other children with disabilities and non-disabled children in the activities described in this section”. (NICHCY, 2014) IDEA defines supplementary aids and services as, “aids, services, and other supports that are provided in regular education classes, other education-related settings, and in extracurricular and nonacademic settings, to enable children with disabilities to be educated with non-disabled children to the maximum extent appropriate.”
Supplementary aids and services are critical to the IEP because they assist in supporting children with disabilities in the general education classroom. These aids and services can include modifications or accommodations to instruction within the general education classroom in which the content is relevant and measurable to the student’s progress. Services can also include individual direct services to support the child or staff development for individuals who work with the child. Being able to clearly define what consists of supplementary aids and services is the key factor in creating a well written statement.
According to the National Dissemination Center for Children with Disabilities, “Numerous states have developed IEP guides that include both the regulatory definition of “supplementary aids and services” and examples to guide IEP teams in their considerations of what a student might need.” The purpose of this information is to ensure each student is receiving materials and services that will aid them in achieving their annual goals. When considering aids and service one must consider the following: academic, extracurricular, and non-academic environments available to the student. The terms extracurricular and nonacademic are two fairly new concepts within aids and services. One must also consider the level of interest the student shows in participation. To improve access to materials available for IEP students, NIMAS was recently added to aid student with visual and print impairments. NIMAS is responsible for securing print materials can be rendered into a wide range of accessible formats, including Braille, large print, audio text, or digital text. For students who are blind, or who cannot use standard print materials, having access to a format they can use will be a huge leap forward, educationally. All services and aids are pivotal in the school setting and should individually accommodate and assist all students obtain their academic goal.
Examples of supplementary aids and services are:
Progress monitored by special education teacher: 51.9%
Teacher aides, instructional assistants, or other personal aides: 27.5%
Learning strategies/study skills: 24.2%
Peer tutor: 22.9%
Supplementary aids and services are critical to the IEP because they assist in supporting children with disabilities in the general education classroom. These aids and services can include modifications or accommodations to instruction within the general education classroom in which the content is relevant and measurable to the student’s progress. Services can also include individual direct services to support the child or staff development for individuals who work with the child. Being able to clearly define what consists of supplementary aids and services is the key factor in creating a well written statement.
According to the National Dissemination Center for Children with Disabilities, “Numerous states have developed IEP guides that include both the regulatory definition of “supplementary aids and services” and examples to guide IEP teams in their considerations of what a student might need.” The purpose of this information is to ensure each student is receiving materials and services that will aid them in achieving their annual goals. When considering aids and service one must consider the following: academic, extracurricular, and non-academic environments available to the student. The terms extracurricular and nonacademic are two fairly new concepts within aids and services. One must also consider the level of interest the student shows in participation. To improve access to materials available for IEP students, NIMAS was recently added to aid student with visual and print impairments. NIMAS is responsible for securing print materials can be rendered into a wide range of accessible formats, including Braille, large print, audio text, or digital text. For students who are blind, or who cannot use standard print materials, having access to a format they can use will be a huge leap forward, educationally. All services and aids are pivotal in the school setting and should individually accommodate and assist all students obtain their academic goal.
Examples of supplementary aids and services are:
Progress monitored by special education teacher: 51.9%
Teacher aides, instructional assistants, or other personal aides: 27.5%
Learning strategies/study skills: 24.2%
Peer tutor: 22.9%