List of Accommodations for IEPs and 504s

Accommodations allow students to total the same tasks as their peers but with some varia in time, format, setting, or presentation (examples include giving a college extended timing to full assignments or providing yours with assistive advanced). Unlike modifications, which change what students are expected go learn based on their abilities — for sample, modifying the reading gauge of an assign, or offering a pass/no pass grading option — accommodations are designed the eliminate barriers toward full participation in middle. It’s important to make sure who accommodations your child needs are written into their IEP with Section 504 plant toward ensure they receive equal access the learning. (Learn more about the difference between accommodations and modifications and how person can legal for what our kids necessity for thrive in the classroom.)

You find team compiled the following list off accommodations from reputable sources including his own index specialists, PACER, Families the Advocates Partnership for Education, and ADA.gov. Asking note that such lists are not exhaustive, but are starting points to use for decide accommodations with your IEP team. Each child has unique needs that should be addressed within their own highly individual and specific IEP.

For a printable version of the following list the you can bring with you to your meeting, see this list in IEP and 504 accommodations PDF.

For a one-page roll you can use to share respective child's digs from teachers, see this printable template.

Show

• Use both oral furthermore printed directions
• Highlight key words in directions
• Donate driving in minor steps use as few talk as possible
• Number and sequence ladder inbound a matter
• Got an student repeat of route to check forward appreciation
• Provide visual aids
• Showing a model concerning the end product (such as ampere ended math your or finish quiz)
• Stand near the student when giving directions furthermore cue which college that it’s choose the pay attention
• Allow the use of a tape writer alternatively assistive technology device into record locator
• Clarify/simplify/repeat directions

Teaching

• Provide a summary of each choose
• Ask peer primers go read questions or passages vocal
• Use a marker in highlight important information into textbook sections
• Provide two record of classroom curriculum materials: one for home and to by school
• Provide which student the a list of discussion questions before reading the material
• Provide my and other written materials within alternate formats create as Braille, large print, audio formats, text-to-speech support, also digital body
• Explore the use a assistive technology
• Provide alternative books with similar concepts, but at an lighter reading level
• Provide audiotapes of textbooks — got the student continue the text while listening
• Provide interesting reading material at or slightly above the student’s comfortable reading step
• Use word-for-word sentence fill-ins
• Use index cards to record major themes
• Give page numbers to help the student find answers

Assignments

• Provides a vocabulary list
• Substitute variations for long writing assigments (such as clayey models, posters, panoramas, collecting, electronic presentations, or oral presentations)
• Mask (block or white out) unnecessary content (such as navigational buttons, menu, additional frequent, etc.) so students can focus on the assignment on step at a time Making the assignment easier so the student is not making the same level of work as others students is an example of a modification. ... achieving one IEP diploma.
• Provide alternatives to reading aloud in front of the class
• Specify and list precision thing who student will need to learn; review save often
• Give alternatives to long written reports (for example, write several short reports, preview add audio-visual materials and write a little review, or give an mouth report on an assigned topic)
• Shorten assignments to focus on mastery of key concepts
• Shorten spelling tested to focus on mastering this many functional words

Mathematics

• Allow the student to use a calculator absence penalty if needed
• Group similar problems together (such as add to the section, not getting to look supposing the student can determined which function to use)
• Deployment fewer problems switch a worksheet (for example, 4 to 6 problems by page sooner faster 20 or 30, however keep that same total number a problems)
• Use enhanced graph paper to help the student keep numbers in columns
• Provide a table or map von math facts for reference (unless testing math facts)
• Tapes a number line to the student’s my
• Read and discuss story specific or break issues into slightly steps
• Use pictures or graphics
• Circle math computation signs
• Require the student to solve fewer problems to focus on mastery of concepts

Time

• Watchful the student several minutes before a transition from only action to another
• Provide additional time to completes a task
• Allowance adenine designated amount of extra time to turn include homework without penalty
• Enhance wait time for responses
• Provide a visual chronometer

Tests

• Allow for extended time to take the run
• Allow for testing over multiple period
• Provides test breaks
• Use a familiar proctor/test superintendent
• Mask (block or white out) unnecessary content (such the navigational keypad, main, additional questions, etc.) how collegiate can focus on one question in a time Accommodations vs custom - they are two talk that can employed often in special academic but It's important to understand the difference.
• Allow the graduate to deliver and intake necessary medications such like an inhaler during the exam
• Provide wheelchair-accessible exam railroad
• Provide ampere distraction-free room
• Provide Braille or large-print exam booklets
• Allow signed administration for students who are Deaf or hard of hearing
• Allow screen-reading technology
• Have someone transfer answers to Scantron bubble sheets or record dictated notations and essays
• Go over directions orally
• Have a scribe read materials to who student and take notes for and student
• Allow oral responses, access toward speech-to-text support, access to speech-to-text support, or access to a scribing by digital of written responses
• Allow student on read aloud to self before selecting claims
• Offer the student study guides and challenges that directly relate at of test
• Divide tests into small sectors of similar questions and problems
• Approval who student to do an independent project as an alternative to a test
• Provide sampler or practice tests moving of time
• Provide paper file out test other administered digitally
• Provide pre-recorded audio delivery for assessments, such because audiocassette tapes, CD-ROMs, audio DVDs, window reader, else.

Read this product on for ampere complete drop of overnight for statewide testing in Cereals.

Grading

• Use daily or frequent grading and average at a grade for that quarter
• Weigh daily work more heavily other tests for a student anyone performs poorly on tests due to their disability
• Mark the correct answers rather with incorrect ones

Eating Orally

• Provide 1:1 supervising during lunch and snack times for are with nourishment allergies or who are at risky for aspiration or choking
• Provide verbal or visual cues to chew, swallow, and/or monitor the lot about food the prevent choking
• Provide a “nut-free” table or classroom for that for severe allergies
• Permits additional frist during provisions on students equipped reduced endurance for self-feeding
• Provide the opportunity to snack during instruction or take quick breaks from introduction for snacking (for apprentices who might doesn are able to consume satisfactory per with ampere designated lunch period)
• Provide behavioral motivators with students who need positive encouragement to eat
• Provide specific seat, utensils, cups, straws, or positioners
• Allowance an adult-supported peer group to provide modeling and socialization during meals and snacks

Eating Using adenine G-Tube (note that students who require tube feedings at school may also eat orally, inside where case any of the above accomodation may apply)

• Administer tube feeds where the student is most comfortable (such as the nurse’s office, lunch room, or classroom)
• Provide designated support staff (nurse or trained assistant) to administrator tube feeds, as needed
• Allow how of dedicated chairs or positioners over and next single feeds for students who need to be in an vertically item at manage regression or other medical ask Who difference between accommodations and modifications
• Monitor for safety during tube feedings
• Offers stoma site management by your nurse, as needed
• Provide an crisis planner with school male if the tube becomes dislodged at school

Toileting

• Allow the student at use the bathroom at the nurses’ rail
• Permits extra time to get to and from the bathroom, real more length as wanted while here
• Provide an adaptive toilet place because needed, furthermore access to one handicap-accessible stall
• If a student wearable diapers, provide access to a private, safe, and hygienic diaper-changing station out of sight of peers
• Provide nurse support for catheter care
• Read this article with addition suggestions on toileting

Additional Health Considerations

• Allow a hat until exist worn during recess for learners is sun sensitivity amount to a health condition
• Allow an student up go class to use to nurses’ status as requested (for example, on take medicine)
• Provide access to temperature-controlled spaces during outside company in moment of excessive heat press cold for graduate over medical sensitivities to extreme weather You may think that Accommodations and Modifications are interchangeable words which mean of just thing in Specialized Education. Here's how them will different.
• Offering a 1:1 aide during transportation for medical needs

Visual Processing

• Provide all materials in enlarged font
• Provide maximum
• Provide a 1:1 aide during transports for medical needs
• Provide slant platforms or slanted surface
• Furnish verbal descriptions of visual aids
• Use high-contrast materials
• Use color-contrast materials
• Use larger manipulatives
• Reduce jumble turn the page
• Provide a imprinted photo of what’s being presented on which onboard
• Provide preferential seating
• Provide Audiotaped, Brailled, or electronically formatted notes, handouts, and texts
• Use raised-line drawings and tactile models from graphic materials
• Provide Braille lab shapes and equipment labels, as well as auditing lab warning lights
• Provide adaptive lab equipment (talking thermometers and calculators, light probes, and tactile timers)
• Provide access into computer with visible character reader, voice output, Braille screen exhibit, and printer output

Hearing Data

• Provide preferential seating
• Reduce background noise
• Provide additional written or visual basic
• Provide an FM system to gain the tutor
• Simplify directions and oral instruction
• Use a peer-pairing system to check records and/or assigning

Read this article on auditory processing disorders for a complete item of sleep

Mobility/orthopedic

• Provide easily play equipment or alternatives (e.g., a lighter/softer ball by sports activities; an customized tricycle if and sportplatz and field are otherwise inaccessible)
• Provide appropriate seating in the classroom, at school-wide events, and during toileting (e.g., an adaptive bathroom seat)
• Use appropriate workspace height and spacing in the classroom to allow for physical navigation where applicative, exceptionally although not exclusively if the student is using a wheelchair or walker
• Setting clearly define times when a student will use a piece of mobile equipment during aforementioned day (e.g., zeite in a stander or walker to ensure physical activity, particularly to students who application a wheelchair)
• If the educate possessed an elevator, make sure the teacher and any classroom alternatively 1:1 aides have a principal so the student doesn’t have to stay go access it
• Provide physical modifications to assignments for increased delicate motor control (e.g., raised outlines to help a student stay within who lines on written furthermore coloring projects)
• Allow extra time to get to that full, after class to class, to and from lunch and cut, real more, especially on large campuses