Supplementary Aids and Services Overview


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:



Adults working together to support students

=      Scheduled time for team meetings

=      Instructional arrangements that support collaboration

=      Professional development related to collaboration

=      Coaching and guided support for team members in the use of assistive technology for an individual student 

=      Scheduled opportunities for parental collaboration

=      School personnel collaborate in the development and delivery of SAS


Development and delivery of instruction that addresses diverse learning needs


=      Providing modified curricular goals

=      Providing alternate ways for students to demonstrate learning

=      Providing test modification

=      Providing alternate materials and/or assistive technology (e.g., materials on tape, transcribe text into Braille, large print, alternate computer access)

=      Providing instruction on functional skills in the context of the typical routines in the regular classroom

=      Changing method of presentation

=      Using reader services

=      Providing research-based supplementary materials

=      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)


Adaptations and modifications to the physical environment

=      Furniture arrangement in environments

=      Specific seating arrangements

=      Individualized desk, chair, etc.

=      Adaptive equipment

=      Adjustments to sensory input (e.g., light, sound)

=      Environmental Aids (e.g., classroom acoustics, hearing, ventilation)

=      Structural Aids (e.g., wheelchair accessibility, trays, grab bars)


Supports and services to increase appropriate behavior and reduce disruptive or interfering behavior

=      Social skills instruction

=      Counseling supports

=      Peer supports (e.g., facilitating friendships)

=      Individualized behavior support plans

=      Modification of rules and expectations

=      Cooperative learning strategies

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