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Abstract

Identifying accommodations for students with disabilities is an important part of the collaboration that must take place between special and general educators as a result of the regulations of the Individuals with Disabilities Education Act (IDEA, 1997). The law has placed more emphasis on having students with disabilities receive the majority of their instruction in “regular” classes with the use of supplementary aids and services. Identifying these accommodations can be a daunting task for new as well as veteran teachers because there are so many possible accommodations. One strategy, PRESS, has been effective in the training of new teachers and is based on the Learning Strategies Approach (Deshler, Ellis, & Lenz, 1996). It helps teachers work through the identification process, ensuring that the possible categories of accommodations have been considered. Details about how the strategy is presented to new teachers and examples of its use are described.