Developing a student's IEP also includes identifying the program modifications or supports for school personnel that will be provided to enable the child to…do the specific things listed in IDEA's provisions. Have a look.

   (4) A statement of the special education and related services and supplementary aids and services, 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 nondisabled children in the activities described in this section... [§300.320(a)(4)]

As in the other articles on IEP components, we've bolded the relevant provision for this discussion.

Considering Program Modifications

Just as supports and modifications are available as needed for students with disabilities, supports are also available for those who work with these students, to help them help the children be successful in school. Some of these supports might include:

• attending a conference or training related to your child’s needs,
• getting help from another staff member or administrative person,
• having an aide in the classroom, or
• getting special equipment or teaching materials.

It is the responsibility of the IEP team to determine what types of program modifications are necessary to support staff and to specify these in the IEP. The regular educator and special educator serving on the child's IEP team may be especially helpful in identifying what program modifications are needed.