IEP accommodations: examples by need
Accommodations change how your child learns or shows what they know, without changing what they're expected to learn. These examples can help you think about what might help, but the right accommodations depend on your child's individual needs and are decided by the IEP or 504 team.
Accommodations vs. modifications
- An accommodation changes access: extra time, a quieter room, text read aloud. The standard your child is held to stays the same.
- A modification changes the expectation itself: fewer or different questions, a different curriculum, or different grading standards.
Both can appear in an IEP. Federal law requires the IEP to describe the supplementary aids and services, program modifications, and supports your child will receive, and any accommodations for state and district tests.
Examples by area of need
Attention and focus (for example, ADHD)
- Seating near instruction and away from distractions
- Assignments broken into smaller parts with check-ins
- Scheduled movement or sensory breaks
- Written checklists or a daily planner reviewed with an adult
- Extended time and a reduced-distraction setting for tests
Reading and writing (for example, dyslexia)
- Audiobooks or text-to-speech for grade-level reading
- Speech-to-text or a scribe for longer writing
- Copies of class notes or slides
- Tests read aloud when reading itself isn't what's being tested
- Extended time for reading and writing tasks
Communication, social, and sensory needs (for example, autism)
- Visual schedules and advance notice of changes or transitions
- A quiet space the student can use when overwhelmed
- Noise-reducing headphones in loud settings
- Directions given one step at a time, with visual support
- A designated adult to check in with during unstructured times
Anxiety and emotional regulation
- A break pass the student can use without asking aloud
- Regular check-ins with a counselor or trusted adult
- Testing in a smaller, calmer room
- Advance warning before presentations or being called on
Physical and health needs
- Accessible seating and room arrangement
- Extra time to move between classes, or an elevator pass
- A second set of textbooks for home
- Access to the nurse, water, snacks, or the restroom as needed
Making accommodations work
- Be specific. "Extended time" is clearer as "time and a half on tests and quizzes."
- Say when and where. Note whether it applies in every class, on tests, or for homework.
- Check that it's happening. Ask your child and teachers whether accommodations are actually used.
- Look at results. If something isn't helping, ask the team to revisit it.
Not sure whether your child needs an IEP or a 504 plan? See IEP vs. 504 plan.
See the accommodations in your child's IEP, explained
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- 34 CFR 300.320: Definition of individualized education program
- 34 CFR 300.42: Supplementary aids and services
- 34 CFR 104.33 (Section 504 regulations): Free appropriate public education
This guide is general educational information about federal law, not legal advice. Your state may add its own rules and timelines. For help with your situation, contact your state's Parent Training and Information Center or a special education attorney.