IEP Accommodation Guides
Generic accommodations don't work. Find condition-specific accommodations for testing, instruction, and the classroom environment.
Accommodations
Students with Autism often need structured, predictable environments with sensory supports and visual aids. These accommodations address social communication, sensory processing, and executive functioning challenges.
Accommodations
Students with ADHD benefit from structured environments, frequent breaks, and organizational supports. These accommodations address attention, impulsivity, and executive function challenges.
Accommodations
Students with Dyslexia need access to information through non-text channels and tools that bypass their decoding challenges. These accommodations keep the disability from blocking access to grade-level content.
Accommodations
Students with Dysgraphia benefit from alternatives to handwriting and tools that let them express their knowledge without the motor barrier.
Accommodations
Students with APD need visual reinforcement of auditory information and environmental modifications to reduce competing sounds.
Accommodations
Students with emotional disturbance need consistent social-emotional supports, de-escalation strategies, and a safe environment to manage their emotional regulation challenges.
Accommodations
Students with SLD need targeted support in their areas of deficit while building on their strengths. Accommodations should remove barriers without lowering expectations.
Accommodations
Students with speech or language impairments benefit from alternative communication supports and reduced oral demands in social and academic settings.
Accommodations
Students with Down Syndrome benefit from visual and tactile learning approaches, consistent routines, and social inclusion with appropriate supports.
Accommodations
Students with TBI may need accommodations that evolve over time as recovery progresses. Focus on memory, fatigue, and processing speed supports.
Accommodations
Students with intellectual disabilities benefit from functional curriculum integration, concrete learning experiences, and community-based instruction.
Accommodations
Students with CP need physical accessibility accommodations alongside assistive technology for writing and communication.
Accommodations
Students who are deaf or hard of hearing need full access to all auditory information through visual and technological supports.
Accommodations
Students with visual impairments need access to all materials through alternative formats and assistive technology.
Accommodations
Students with OCD need flexibility and understanding when intrusive thoughts or compulsive behaviors interfere with academic performance.
Accommodations
Students with Tourette Syndrome need stigma-free environments and accommodations that account for the energy cost of tic suppression.
Accommodations
Students with Dyscalculia need math-specific supports that address their difficulties with number sense, calculation, and math fluency.
Accommodations
Students with SPD need environmental modifications and sensory supports to remain regulated and available for learning.
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