Special Education Action is a 501(c)3 nonprofit publisher covering special education.

Its mission is to ensure parents, educators, and students have the information and tools necessary to fully understand, address, and safeguard the unique needs of all students who require special education.

Recent Articles

Accommodations Don’t Have a Word Count: Clarity Trumps Word Count When Writing Accommodations

No laws or implementing regulations state accommodations must be written within a specific word count.

However, pursuant to the Individuals with Disabilities in Education Act and Section 504 of the Rehabilitation Act of 1973, the unique needs of students must be addressed.

In other words: Clarity and ensuring the unique needs of the child are met is more important than word count.

U.S. Dept. of Education’s Office for Civil Rights Releases Investigation into Another Virginia Agency’s Denial of FAPE

Less than three weeks apart, U.S. Department of Education’s Office for Civil Rights released investigation findings of noncompliance on two Virginia education agencies.

November 30, 2022, OCR released its letter of findings in response to its investigation of Fairfax County Public Schools.

December 16, 2022, OCR released its letter of findings in response to its investigation of Southeastern Cooperative Educational Programs, which, like FCPS, is under the Virginia Department of Education.

Accommodation Breakdown: Word Prediction Software

Word prediction software is an assistive technology (AT) tool that suggests words as a person types them. If you want your student to use it and/or your student’s IEP or 504 Plan team suggest it, what should be included in the accommodation? How should it be written?

The following is an example of an accommodation written into one student’s IEP:

“Student will respond using word prediction software.”

Seems straightforward, but there are too many holes to allow it to stand.

KTEA-3: Comprehensive Isn’t Always Comprehensive

Is the Kaufman Test of Education Achievement (KTEA-3) being administered to your child?

If yes, do you know if the Brief or Comprehensive Form is being administered?

Do you know the difference between the Brief and the Comprehensive Forms?

Are you aware of the Dyslexia Index?

Do you know if your school is cherry picking subtests to administer, what each subtest measures, and if they are appropriate for assessing your child’s needs (or suspected needs)?

Accommodation Breakdown: Clearly-Defined Expectations

A teacher asks her students to write a report about a topic of their choice. She states two requirements for the report:

1. The report must be one page in length.

2. The report must focus on a topic she taught in science within the last month.

Did she provide clearly-defined expectations?


The accommodation for clearly-defined expectations should provide exactly what it sound like: clearly-defined expectations.

For the student’s IEP or 504, the accommodation must be written as clearly as it is expected to be implemented.