Supplementary aids and services examples
By the IEP Atlas editorial teamLast updated
Short answer
Supplementary aids and services are the supports that let a student with an IEP learn alongside nondisabled peers in general education, nonacademic and extracurricular settings. Strong examples name the support, the setting, when it happens, who provides it and the data that shows the need. Example: adult support during science labs, 3 times a week, 45 minutes, general education classroom.
Supplementary aids and services are defined in federal rule as the aids, services and other supports provided in regular classes, other education-related settings and extracurricular and nonacademic settings, so the student can be educated with nondisabled children to the maximum extent appropriate.[1] They are the tools a team uses before deciding a student must leave the general classroom. That link to the least restrictive environment is why they matter: if the team never tried them, a more separate placement is hard to justify.[2]
Each example below shows the IEP wording, the data that led to it and what makes it strong. All numbers are illustrations for fictional students. For how this category differs from SDI and accommodations, see SDI vs accommodations vs supplementary aids. For where it sits on the services page, see IEP services and minutes.
What makes an example strong
| Part | Weak | Strong |
|---|---|---|
| The support | "Para support" | "Adult support to set up materials and restate directions" |
| The setting | "As needed" | "General education science, during labs" |
| When and how much | Blank | "3 times a week, 45 minutes" |
| Who provides it | "Staff" | "Paraprofessional, directed by the special education teacher" |
| Why | Not stated | Data in present levels: "completed 2 of 8 lab tasks in September without support" |
| Exit plan | None | "Reviewed each grading period; reduce when 6 of 8 tasks are completed with 1 prompt or fewer" |
You do not need every row filled for every support. You do need the support, the setting and the frequency, because the IEP must state the anticipated frequency, location and duration of supplementary aids.[3]
Examples for academic classes
1. Adult support during labs
IEP wording: Adult support during general education science labs to set up materials and restate multi-step directions, 3 times per week, 45 minutes, provided by a paraprofessional under the direction of the special education teacher.
Data behind it: In September the student finished 2 of 8 lab tasks. With a restated direction at each step, the student finished 6 of 8.
Why it is strong: It names the exact task, the class and the condition that changes performance. It also gives the team a number to fade against.
2. Small-group reteach inside the general classroom
IEP wording: Small-group reteach of the day's math lesson in the general education classroom, 4 times per week, 15 minutes, provided by the co-teacher.
Data behind it: Exit tickets averaged 1 of 5 correct after whole-group lessons and 4 of 5 after a 15-minute reteach.
Why it is strong: It keeps the student in the room and ties the support to a measured result.
3. Peer partner for reading tasks
IEP wording: Trained peer partner for content-area partner reading in social studies, daily during independent reading time; the teacher sets up and checks the partnership weekly.
Data behind it: The student read 0 of 4 assigned passages independently in two weeks and 4 of 4 with a partner.
Why it is strong: It says who trains and monitors the peer, which is the part teams forget.
4. Pre-teaching vocabulary
IEP wording: Pre-teaching of 5 to 8 key vocabulary words before each science unit, 2 sessions of 10 minutes at the start of each unit, special education teacher, resource room or general education classroom.
Data behind it: Unit vocabulary quizzes rose from 3 of 10 to 8 of 10 correct when words were pre-taught.
Why it is strong: It is short, specific and scheduled, so it actually happens.
5. Copies of class notes
IEP wording: Teacher-provided guided notes with blanks for key terms in all core academic classes, provided at the start of each lesson.
Data behind it: Copying from the board, the student recorded about 40% of the lecture content; with guided notes, the student completed every blank.
Why it is strong: The setting and timing are clear, and the support keeps the student listening instead of copying.
Examples for nonacademic and extracurricular settings
Federal rules also require supports so students can take part in nonacademic and extracurricular activities, such as meals, recess, clubs and athletics.[4]
6. Lunch and recess support
IEP wording: Adult support during lunch and recess to start and maintain play with peers, daily, 30 minutes, paraprofessional, cafeteria and playground.
Data behind it: Recess observations showed 0 peer interactions in 4 of 5 days.
Why it is strong: The goal is participation, not supervision, and the wording says so.
7. Club participation
IEP wording: Adult support for the first 4 weeks of the after-school robotics club, then reduced to a weekly check by the sponsor.
Data behind it: The student and parent report the student left 3 previous clubs within 2 weeks.
Why it is strong: It has a built-in fade date.
8. Transition between classes
IEP wording: Adult support during passing periods in the 6th grade hallway, 5 times daily, until the student arrives on time to 9 of 10 classes for 2 consecutive weeks.
Data behind it: The student arrived late to 14 of 30 classes in the first two weeks.
Why it is strong: The exit rule is written into the support.
Examples involving devices and the environment
9. Adapted workstation
IEP wording: Height-adjustable lab station and lever-handle equipment in science and art classrooms, available daily.
Data behind it: The PT reports the student cannot reach a standard 36-inch bench from a wheelchair.
Why it is strong: It solves a physical access problem without separating the student. Where the device itself is assistive technology, see assistive technology in the IEP.
10. Sound field or remote microphone system
IEP wording: Remote microphone system worn by the teacher in all general education classes; the teacher of the deaf checks function weekly.
Data behind it: Speech recognition in noise was well below the student's quiet-room score on the audiologist's report.
Why it is strong: It names who checks the equipment, so it does not sit in a drawer.
Examples involving staff and schedule
11. Co-taught class placement
IEP wording: Co-taught English 9, daily, 50 minutes, general education and special education teacher.
Data behind it: The student's reading comprehension goal requires daily strategy practice in grade-level text.
Why it is strong: It names the course, the period length and both teachers. For how co-taught time is organized, see co-teaching models.
12. Behavior support check-ins
IEP wording: Check-in with the school counselor at the start and end of each day, 5 minutes each, with a point card reviewed by each teacher.
Data behind it: Office referrals averaged 3 per week before the check-ins were tried for 4 weeks, and 1 per week during the trial.
Why it is strong: The team tried it before writing it, and the data came from that trial. The check-in check-out guide covers how to run one.
Weak and strong versions side by side
| Weak | Strong | What changed |
|---|---|---|
| Para support as needed | Para support during math independent work, daily, 20 minutes, to prompt use of the step checklist | Task, time and purpose |
| Modified seating | Seat within 6 feet of the teacher and away from the door in all classes | Specific and checkable |
| Peer buddy | Trained peer buddy at lunch, teacher checks the pairing every Friday | Who trains and monitors |
| Access to resource room | Small-group reteach in the resource room, 3 times a week, 20 minutes, after the student scores under 3 of 5 on an exit ticket | Trigger based on data |
| Extra adult in the room | Co-teacher in Algebra 1, daily, 50 minutes | Names the role and the class |
Logging supplementary aids and services
When a person delivers the support on a schedule, log it like any other service: date, minutes, location and whether the session happened. A service log with status codes keeps delivered and missed sessions separate. The IEP service log template shows a filled example. For supports that run all day, such as an adapted workstation, a monthly implementation check by the case manager is usually enough.
Frequently asked questions
Are supplementary aids and services the same as accommodations?
They overlap but are not the same. Accommodations change how a student accesses or shows learning. Supplementary aids and services are supports, often people or arrangements, that let the student learn in general education settings. Some IEP forms list both in one section.
Do supplementary aids and services need minutes?
When a person delivers the support on a schedule, yes. The IEP must state the frequency, location and duration. For a device or seating arrangement that is always in place, the frequency is usually written as daily.
Can a 1:1 aide be a supplementary aid?
Yes. Adult support is one of the most common supplementary services. The team should name the tasks, the settings and a plan to reduce the support as the student gains skills.
Use it in IEP Atlas
- Supplementary aids and services in the IEP glossary
- Service minutes in the IEP glossary
- Specially designed instruction in the IEP glossary
- Related services in the IEP glossary
- Service log
Related guides
- IEP services and minutes: how to write the services page
- SDI vs accommodations vs supplementary aids
- Aligning goals to services and minutes
- Related services goals: who writes what
- 1:1 aide vs shared para support
Sources
- 34 CFR §300.42: Supplementary aids and services, Legal Information Institute, Cornell Law School
- 34 CFR §300.114: LRE requirements, Legal Information Institute, Cornell Law School
- 34 CFR §300.320: Definition of individualized education program, Legal Information Institute, Cornell Law School
- 34 CFR §300.117: Nonacademic settings, U.S. Department of Education (IDEA website)
Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.