193. Accommodations In An IEP Are A Right Not A Favor

When schools treat accommodations like a gift instead of a legal right, students with disabilities are the ones who pay the price. In this episode, we share our firsthand experiences navigating our son's high school IEP. From unimplemented accommodations to misplaced assessments and the constant reminder that equity isn’t optional. We unpack what it really means to “access the curriculum,” how IDEA protects that access and why families must sometimes become both teachers and advocates. This conversation is a call to action for educators and parents alike to stop seeing accommodations as extra work and start recognizing them as keys to inclusion and an equal education. Episode Transcript: https://ifweknewthen701833686.wordpress.com/2025/10/18/193-accommodations-in-an-iep-are-a-right-not-a-favor/2/ Please follow us on X @ifweknewthenPOD, you can drop us a line on our Facebook page @ifweknewthenPOD or visit our website https://www.IfWeKnewThen.com to send us an email with questions and comments. Also join our mailing list there and get alerts of future podcast episodes. Thank you again and we look forward to you joining us on the next episode of IF WE KNEW THEN. ------ Summary: This episode focuses on a central question in special education: who is actually being accommodated? Stephen and Lori Saux use their lived experience advocating for their son Liam to unpack the gap between what accommodations are meant to do and how they are often implemented in practice. They begin by grounding the conversation in what accommodations are supposed to be: tools that provide access. Using the analogy of a locked door, Lori explains that accommodations are the key that allows a student to access their education. Without that key, the student is not being given equal opportunity. This distinction is critical because accommodations are not optional supports or “nice extras”; they are part of a legally binding document through an IEP or 504 plan, secured through years of advocacy and civil rights work. However, the reality they describe is far different. Instead of being tailored to Liam’s needs, accommodations are often treated as scarce resources. handed out sparingly or inconsistently. They describe a pattern where educators prioritize their own systems, schedules or preferences over implementing required supports. Teachers cite time constraints, lack of preparation or unfamiliarity with Down syndrome, and the burden shifts to the parents to compensate. They find themselves repeatedly “accommodating the system”, educating teachers, modifying work at home and filling in gaps that should be addressed in the classroom. This imbalance creates both practical and emotional strain. While they strive to approach situations with empathy and understanding, they emphasize that empathy cannot replace accountability. When accommodations are not implemented, it directly impacts outcomes. They share a specific example of Liam taking an English test without proper supports resulting in a failing grade. That grade reflected a lack of access, not a lack of ability which highlights a systemic issue: performance is often misinterpreted as capability, when in reality it reflects whether supports were provided. The episode also critiques the system’s tendency to deflect responsibility. When challenges arise, schools may suggest reassessment rather than addressing failures in implementation. This delays progress and shifts focus away from the core issue: whether the IEP is being followed. Lori argues that instead of reassessing the student, schools should be reassessing their own practices and staff support. A deeper layer of the conversation addresses bias and low expectations. The Sauxes point out that behaviors and outcomes accepted for students with disabilities would not be tolerated for others. This normalization of inequity perpetuates harmful narratives about capability. They describe IEP meetings as spaces where parents are often gaslit into accepting less, even though they are advocating for rights guaranteed by law. In response, they share practical strategies for reclaiming access, including the use of assistive technology at home. From math apps that break down problems step-by-step to tools that provide definitions and writing support, they demonstrate how technology can bridge gaps when schools fall short. They stress that assistive technology should itself be written into the IEP as a formal accommodation. Ultimately, the episode balances frustration with purpose. While the fight for proper accommodations can feel exhausting, it is rooted in a commitment to equity and belief in their son’s ability. Their message is clear: accommodations are not favors, they are rights. When implemented correctly, they do not give an unfair advantage, they create a fair opportunity. And until systems consistently uphold that standard, advocacy remains necessary.