Teaching · Special Education

Every support, and whether it helped.

List the accommodations, tools and services from the earliest grade to now, with the years and the student’s own verdict. The summary shows what to ask for by name at the next school, college or job.

Start a support historyWhat you get
$12one-time · every device you sign in on
Buy · $12

Included with Caveat Classroom and Whole-school licenses. Or get it in the Special Education toolkit, $99 for 130 items.

The support history

One history per student; add to it each year. The example is made up.

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What you get

Teaching · Special Education$12 · included with Classroom and Whole-school licenses

What you finish with
Supports sorted into working now, helped then stopped, not helping and unsure, the span of the history, and the documents to gather.
Who it is for
Students with disabilities, their families, and the case managers and transition coordinators who help them.
Format
Browser form. One saved history per student and date; printed with its summary or as a blank form; CSV of the supports; export and import a file.
Access
$12 one-time, yours on every device you sign in on; the tool opens once you are signed in with it. Included with Caveat Classroom and Whole-school licenses. Also in the Special Education toolkit ($99) and the Teaching Suite pass ($199), and 1 more bundle. Everything you type stays in this browser; nothing is sent to Caveat.
Where it lives
The Special Education space in Caveat Teaching.
Support
Questions about an order, access or a correction: team@caveatacademic.com.
what helped, year by year
Drawn for this page. A written history lets the student ask for what worked instead of starting over at every move.

How to use it

  1. Start a history with a code or initials and today’s date.
  2. List each support you remember, oldest first, with the years.
  3. Mark where it was used and whether it helped, in the student’s own view.
  4. Mark the documents the student has copies of.
  5. Print it and bring it to the next meeting or the college disability office.

Start a support history

How it helps at the next step

Why write it down

Each new school, college or employer starts fresh. A student who can say what worked, for how long and where, gets the right support sooner.

After high school

Colleges decide accommodations themselves and set their own documentation rules. An IEP or 504 plan is often useful evidence but does not carry over on its own.

What it is not

Not an IEP, a Section 504 plan or an evaluation. It is the student’s own history, in their own words.

Sources

  1. U.S. Department of Education, Office for Civil Rights. Students with Disabilities Preparing for Postsecondary Education: Know Your Rights and Responsibilities, ed.gov.
  2. Association on Higher Education and Disability (AHEAD). Supporting Accommodation Requests: Guidance on Documentation Practices, ahead.org.
  3. Section 504 regulations, 34 CFR 104.44: academic adjustments in colleges and universities.
  4. Individuals with Disabilities Education Act regulations, 34 CFR 300.305(e)(3): the summary of academic achievement and functional performance when eligibility ends.

The example student and supports are made up. Support: team@caveatacademic.com.