Why is it so frowned upon when you hold IEP students accountable?
My campus seems to love to enable lazy IEP kids. There’s always an excuse as to why they can’t or don’t need to do things. So of course, when I hold mine accountable and hold them to the same expectations are my regular students, I’m the bad guy.
Anyone else notice this too?

The word lazy is usually an ableist notion most of the time one might think that, even for adults. As teachers it’s good practice to not use that word. However, it’s true that some kids are disengaged or work-avoidant. Certain disabilities or behavioral conditions may explain it, but that doesn’t fully excuse it. I have several neurodivergent conditions, so I’m speaking from a place of some understanding by the way (though of course I can’t fully understand the experiences of someone with more intense disabilities than me). Even with a condition that helps understand someone better, they still need to learn how to be an accountable human and a member of a community, starting with classroom community. Accommodations are essential! You’re supposed to give all accommodations that are in their IEP and should also use your best and most caring judgement for more scaffolding where needed as well, and then grade to the same level. At least that’s my experience… I’ve encountered a frustrating double standard wherein lots of special needs students are allowed to do whatever they want and their AA’s are often doing the bare minimum (or doing everything for them), but they also say to grade them the same as everybody else. For certain students with very high-needs disabilities, I feel like their grade should be in the context of what their abilities are overall. I want AA’s and paras to help them, but not so all their work for them, because they’ll never learn and it shows that you don’t believe in them. Then when it comes to behavior, they oscillate between being checked out on their phones, yelling at the kid, and capitulating to their every preference. It’s hard. But… try not to think in terms of “lazy.” Think motivated vs unmotivated, engaged/focused vs disengaged/unfocused… And remember that ADHD can cause not only distraction but also executive dysfunction (which can make us freeze up if a task is daunting, so encourage them one step at a time). Autism can sometimes have demand/task avoidance, which is hard to get through but using their motivation charts from homeroom can help. (Schools that use candy and snacks as prizes disgust me though - that’s a toxic form of ABA that gives people eating complexes when they’re older, like they have to earn or deserve a snack by acting neurotypical.) And also trauma-informed teaching! If someone has a really hard time at home, their brains literally cannot learn or store as much information and they have less capacity for engagement— not just in the way that trauma can affect your mood or personality, but physically, scientifically we now know that trauma takes up brain space in a way that makes everything else harder. You should presume competence and hope everyone tries their best, but you also need to try your best to help them in appropriate ways - including accepting that not everyone will try their best and that doesn’t mean they’re lazy.

This might just be my experience is that when coworkers tell you about IEP, home life challenges, or even general history of a students it not usually as an excuse but a way of framing things so I find it in me to give just that little extra patience. Case in point I have one student who has an IEP and is mostly illiterate and another student, in my AP calculus class both displaying the same behavior, of not doing the assignment. My approach should be different. To the IEP student I ask if they need to something, just sit beside them, and ask what is difficult. Sometime that means reading the assignment to them instead of their device, because that day the device is too much stimuli for them. My AP calculus student, my approach is first asking what they need then a stern reminder and then consequences. Each need their own approach because each student is different. Is it true that some teachers and administrators give up on IEP students and let them off with any and all behavior, because that is easier than working with them, sadly yes. On the same stead there are teachers who see actions, if done by a non-IEP student as a personal attack not understating the supports that IEP student needs to avoid those behaviors are missing. In this last instance providing the needed supports and finding more supports is a better use of energy than frustration and aggression. Not that you are.

Sorry but I typically have the reverse experience. When I have an IEP and we have parents and multiple people there, it sets a positive tone to help that student catch up to their peers.

Parentsgettaxbreaks

I am getting what you are saying. The same students that are failing every class and teachers are blamed for them not passing because we did not follow their IEP. We have "mall" walkers and most of them have IEPs that are useless. They the students know that they can get away with almost anything. They get the slap on the hand. I follow IEPs to the letter and make notes on everything because I see maybe 2/10 should even be a thing. Parents use it to jin up the laziness and a 504 would be more appropriate. These same kids do not use any of their accomodations at all. We are required for every student to do documentation and hold them accountable but we need double the amount for IEP/BIP students. It is insane. aaannnndddd the students know this.

I honestly think “lazy” is probably the wrong word, but I do understand the frustration behind what you’re saying. I’ve seen students struggle with accountability too, and from my own experience as a parent, I realized a lot of behaviors can be shaped by what’s happening at home — lack of structure, inconsistent sleep, too much screen time, inconsistent routines, etc.
I used to make excuses for my own son without realizing some of his behaviors were directly connected to the environment and routines we had at home. Once I became more intentional with structure, consistency, sleep schedules, limited screen time, and just being more present, I saw a huge difference in his mood, focus, and behavior.
ADHD and learning disabilities are real, and accommodations matter, but I also think accountability and compassion can exist together. Holding students to expectations doesn’t mean ignoring their needs. Sometimes it means helping them build the tools and habits they need to succeed instead of unintentionally teaching helplessness.
I think this conversation needs more nuance because there’s truth on both sides.

I hear your frustration. This is something a lot of us are navigating right now. I do think it helps to shift the lens a bit, especially when we’re talking about students with disabilities.

When we use terms like “lazy,” we can unintentionally overlook what’s actually going on neurologically for many students, particularly those with ADHD. ADHD isn’t about a lack of effort or caring. It’s a difference in executive functioning that affects task initiation, organization, working memory, and sustained attention.

For example, with ADHD:

-Task initiation can be very hard; a student might want to start work but feel “stuck” or overwhelmed, especially with multi-step or non-preferred tasks.
-Delayed work often piles up because starting feels so difficult, not because they’re choosing not to do it.
-Avoidance can be a coping response: if a student has experienced repeated difficulty or frustration, their brain starts to associate the task with stress, leading them to avoid it.
-Last-minute completion is actually very common. The urgency and external pressure (like an end-of-term deadline) can temporarily boost focus and motivation, which is why you suddenly see effort at the end.

That doesn’t mean we remove accountability. It just means the way we hold students accountable may need to look different to be accessible. Supporting executive functioning (chunking tasks, structured check-ins, visual deadlines, flexibility with pacing) is part of providing equitable access—not enabling.

Also, making up work can be less about “giving a pass” and more about ensuring students still have a chance to demonstrate learning, especially if their disability impacted their ability to show it earlier.
You’re absolutely right that it creates more work for teachers. That part is real. At the same time, many of these supports are tied to ensuring that students with IEPs can access the curriculum fairly.

It’s a tough balance, and I think most of us are trying to figure out how to maintain high expectations and provide the right supports so students can actually meet them.