IDEA {§ 300.42} defines supplementary aids and
services to mean 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
nondisabled children to the maximum extent appropriate. The purpose of providing supplementary aids and services is to
support students with disabilities as active participants with nondisabled
peers as well as to enable their access to the general curriculum.
Supplementary aids and services include modification to the general
curriculum.
Supplementary aids and services must be available to all students who need them, designed to provide meaningful educational benefit, and provided in a manner that avoids stigmatizing students. A framework for considering the full range of supplementary aids and services can be found on a publication titled, “Supplementary Aids and Services Fact Sheet” available on the PaTTAN website.
This framework includes four categories of supplementary aids and services
(collaborative, instructional, physical, and social-behavioral). PaTTAN has
developed the following grid to provide an overview of these supports:
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Collaborative
Adults working together to support students
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Scheduled time for team
meetings
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Instructional
arrangements that support collaboration
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Professional
development related to collaboration
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Coaching and guided support for team members in the use of assistive technology for an individual student
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Scheduled opportunities
for parental collaboration
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School personnel
collaborate in the development and delivery of SAS
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Instructional
Development and delivery of instruction that
addresses diverse learning needs
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Providing modified
curricular goals
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Providing alternate
ways for students to demonstrate learning
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Providing test
modification
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Providing alternate
materials and/or assistive technology (e.g., materials on tape, transcribe
text into Braille, large print, alternate computer access)
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Providing instruction
on functional skills in the context of the typical routines in the regular
classroom
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Changing method of
presentation
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Using reader services
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Providing
research-based supplementary materials
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Providing instructional
adaptations (e.g., pre-teaching, repeating directions, extra examples and
non-examples, providing visual cues, using scaffolding to plan for written
work, providing guided notes)
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Physical
Adaptations and modifications to the physical
environment
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Furniture arrangement
in environments
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Specific seating
arrangements
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Individualized desk,
chair, etc.
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Adaptive equipment
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Adjustments to sensory
input (e.g., light, sound)
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Environmental Aids (e.g.,
classroom acoustics, hearing, ventilation)
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Structural Aids (e.g.,
wheelchair accessibility, trays, grab bars)
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Social-Behavioral
Supports and services to increase appropriate
behavior and reduce disruptive or interfering behavior
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Social skills
instruction
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Counseling supports
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Peer supports (e.g.,
facilitating friendships)
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Individualized behavior
support plans
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Modification of rules
and expectations
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Cooperative learning
strategies
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