Spring is here, and that means end-of-year IEP meetings. And if you have a twice-exceptional (2e) child, you may be facing a common question: “This accommodation looks right on paper—so why is my child still struggling?"
by Jacqui Byrne
As both an educator and parent of four kids, I've had to ask myself that question many times over the years—and the answer may surprise you.
Let's look at an example: preferential seating. There’s a reason this is one of the most common accommodations in IEPs and 504 plans: It's easy to implement, and it often helps. If a student appears easily distracted, moving them closer to the teacher and away from the noise and movement of other students seems to make perfect sense.
Except when it doesn't—and the student continues to struggle.
So what's really going on?