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Questions About the Education Accommodations IEP Page

Published in the February 2026 issue of the ISHA Voice.

By Karen Kockler, ASHA SEAL for IL

Many SLPs are wondering how to complete the “Education Accommodations and Supports” page of an IEP due to the inclusion of the words “…receptive and expressive language delays…” in the “Consideration of Special Factors” section. 

Here is the guidance from ISBE’s Special Education department staff: 

• “It is better to include more information than less.” 

• So, you are encouraged to check “yes” for Communication Needs and “yes” for Linguistic Accommodations.  Enter the information that applies to each student for all sections related to educational accommodations and supports. 

• Here is a SAMPLE R/E STUDENT form to give you an idea.  [NOTE:  Your district’s IEP platform pages may look somewhat different, but it should be a page/section called “Educational Accommodations and Supports”, or at least something very similar.]

One more piece of advice from the ISBE Special Education department staff: 

• Enter time needed for both direct and indirect services.  The staff member says if it isn’t included it won’t get recognized as time you needed for this student. 
• If, on the Placement page, your district’s online IEP paperwork will not let you enter indirect service minutes separately, include the time under “Supplementary Aids, Accommodations, and Modifications”, and/or in the narrative section on the goals/benchmarks page, and/or under “Additional Notes/Comments”. 
• Additionally, if your SLP team uses the ISHA workload analysis process and you’ve determined the average/typical time for specific tasks, you can use the minutes you determined for indirect tasks to include in your IEPs or whatever is most appropriate for individual students.