IEP Accommodation Guides
Find condition-specific accommodations for testing, instruction, and the classroom environment, then pressure-test whether each support is clear enough for a teacher to implement.
Specific Enough To Use
Each guide helps you check whether the support names the timing, setting, responsible adult, and implementation routine.
Evidence Parents Can Ask For
Look for logs, work samples, progress data, or teacher notes that show whether the accommodation is actually happening.
Classroom Observation Questions
Use practical prompts to compare the written IEP with what your child experiences during real school routines.
Autism Spectrum Disorder Accommodations
Look for supports that make transitions, sensory load, social communication, and multi-step expectations predictable without lowering grade-level learning.
ADHD Accommodations
The strongest ADHD accommodations make attention, task initiation, pacing, and materials management visible enough that adults can support the skill before the student falls behind.
Dyslexia Accommodations
Accommodations should preserve access to grade-level content while the team separately addresses reading instruction, progress data, and assistive technology training.
Dysgraphia Accommodations
The key is separating written expression from the physical act of handwriting so the team can see whether the student needs access tools, writing instruction, or both.
Auditory Processing Disorder Accommodations
APD accommodations should make spoken information repeatable, visible, and less dependent on a noisy classroom moment.
Emotional Disturbance Accommodations
The plan should describe proactive regulation support, calm re-entry after a hard moment, and data that helps the team adjust without blaming the student.
Specific Learning Disability Accommodations
SLD accommodations should be tied to the affected skill area, such as reading, writing, math, processing speed, memory, or executive function, rather than copied from a broad disability list.
Speech or Language Impairment Accommodations
The plan should separate communication access from specially designed instruction and speech-language services. It should also separate tasks that measure subject knowledge from tasks that intentionally measure speech or language, without inferring comprehension, intelligence, or effort from articulation, fluency, voice, or response speed.
Down Syndrome Accommodations
Look for accommodations that support access, communication, memory, independence, and inclusion while keeping expectations individualized and respectful.
Traumatic Brain Injury Accommodations
TBI supports should be revisited often because fatigue, memory, attention, and processing needs can change across recovery and school demands.
Intellectual Disability Accommodations
Accommodations should support concrete access, repetition, communication, independence, and meaningful participation in the least restrictive setting that fits the student's needs.
Cerebral Palsy Accommodations
The plan should separate mobility, positioning, hand use, stamina, speech or communication access, vision or hearing needs, and academic expectations. Cerebral palsy varies widely, so the team should not infer a student's learning or communication ability from movement or speech alone.
Deaf or Hard of Hearing Accommodations
Accommodations should provide full access to instruction, peer discussion, announcements, media, and emergency information, not just a better seat.
Blind or Low Vision Accommodations
The plan should make materials, digital platforms, classroom visuals, navigation, and assessments accessible at the same time peers receive them.
Obsessive Compulsive Disorder Accommodations
School accommodations should reduce access barriers and protect dignity while staying coordinated with qualified clinical guidance when treatment issues arise.
Tourette Syndrome Accommodations
Accommodations should reduce stigma, protect access during tic increases, and account for the fatigue or missed information that can follow suppression.
Dyscalculia Accommodations
Dyscalculia accommodations should remove a documented access barrier without quietly replacing explicit math instruction. Separate what helps the student show reasoning from what the student still needs to learn in number sense, calculation, math fluency, or problem solving.
Sensory Processing Disorder Accommodations
Sensory accommodations work best when they are proactive, discreet, and tied to specific sensory triggers instead of offered only after a student is already dysregulated.
Not sure if your IEP has the right accommodations?
Upload your current IEP to flag accommodations that may be vague, missing implementation details, or disconnected from the needs described in the plan.
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