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IEP accommodations are changes to how a student with a disability receives information, responds, works or is tested, without changing what the student is expected to learn. They are written into the IEP as supplementary aids and services for the classroom and as accommodations for state and districtwide assessments. This guide covers accommodations vs modifications, where accommodations appear in the IEP, the four categories, a categorized list of IEP accommodations with who each one helps, accommodations for ADHD and autism, IEP vs 504 plan accommodations, and how to choose and review them.
Table of contents
Executive Summary
IEP accommodations live mostly in general education classrooms. In fall 2024, 68% of school-age students (ages 5 in kindergarten through 21) served under IDEA spent 80% or more of their school day in general classes, according to the U.S. Department of Education. IDEA requires that every teacher responsible for a student’s IEP be informed of the specific accommodations they must provide.
Writing an accommodation is easy; choosing the right ones and using them consistently is not. The accessibility manual of the Council of Chief State School Officers (CCSSO) warns that more is not necessarily better and that accessibility supports, including accommodations, should not be used for the first time on a state test.
Key Takeaways
- Accommodations change how a student learns, not what: the expectations stay the same.
- Modifications change what the student is expected to learn, and they can affect state test results and graduation.
- Accommodations appear in two places in the IEP: supplementary aids and services (34 CFR 300.320(a)(4)) and assessment accommodations (34 CFR 300.320(a)(6)).
- Four categories cover most accommodations: presentation, response, setting, and timing and scheduling.
- Choose from the student’s barriers and data, not from the disability label; more is not better.
- Use accommodations in class long before test day, and check that state rules allow them on each assessment.
What Are IEP Accommodations?
An IEP accommodation is a change to the way instruction, materials, the environment, the timing or a test is delivered so that a student with a disability can access the same content and show what they know, held to the same standard as peers.
The IRIS Center at Vanderbilt University distinguishes instructional and testing accommodations: instructional accommodations “change how students learn but do not change what they learn,” and testing accommodations “change how students are tested but do not change what a test measures.” The CCSSO Accessibility Manual (2021) puts it in one line: accommodations “do not reduce expectations for learning.”
Accommodations are not instruction. A read-aloud gives a student with a reading disability access to a science text; it does not teach reading. That is the job of specially designed instruction and the goals in the complete guide to IEP goals.
IEP Accommodations vs Modifications
| Accommodation | Modification | |
|---|---|---|
| What changes | How the student accesses content or shows learning | What the student is expected to learn or do |
| Learning expectations | Same as for peers | Changed, lowered or reduced |
| Classroom examples | Large print, text-to-speech, extended time, a scribe, a quiet setting | Fewer objectives, only the easiest questions, fewer answer options, a lower-level book |
| On state tests | Allowed if state guidelines say the accommodation does not invalidate the score | Constitutes a test irregularity and invalidates the score |
Sources: the CCSSO manual defines modifications as “practices or materials that change, lower, or reduce state-required learning expectations”; the IRIS Center adds that “whereas accommodations level the playing field, modifications change the playing field.” The manual warns that modifications can reduce a student’s opportunities to learn critical content and put the student at risk of not meeting state requirements, so use them only as a deliberate team decision. Examples, and what modifications mean for grades and the diploma, are in our guide to accommodations vs modifications.
Where Accommodations Appear in the IEP
- Supplementary aids and services. The IEP must state the special education and related services, supplementary aids and services, and program modifications or supports for school personnel that will be provided (34 CFR 300.320(a)(4)), with their frequency, location and duration (34 CFR 300.320(a)(7)). Supplementary aids and services are supports provided “in regular education classes, other education-related settings, and in extracurricular and nonacademic settings” (34 CFR 300.42).
- Assessment accommodations. The IEP must state any individual accommodations needed to measure achievement on state and districtwide assessments (34 CFR 300.320(a)(6)). States must issue guidelines that identify only accommodations that do not invalidate the score, and instruct IEP teams to select only those (34 CFR 300.160(b)).
- Special factors. The team must consider the student’s communication needs and whether the student needs assistive technology (34 CFR 300.324(a)(2)).
Every teacher and provider responsible for the IEP must be informed of “the specific accommodations, modifications, and supports” they must provide (34 CFR 300.323(d)).
The Four Categories of IEP Accommodations
State assessment manuals group accommodations by what they change. The Nebraska Department of Education’s guidelines, adapted from a National Center on Educational Outcomes (NCEO) report published by CCSSO, describe accommodations in the areas of presentation, response, setting, timing and scheduling; the IRIS Center groups the same areas into four categories.
| Category | What it changes | Who benefits most |
|---|---|---|
| Presentation | How instruction, directions and information are presented | Students with print disabilities: difficulty reading standard print because of physical or cognitive disabilities |
| Response | How the student completes assignments and tests | Students with physical, sensory or learning disabilities, including difficulties with communication, memory, sequencing and organization |
| Setting | The location or conditions of the work environment | Students easily distracted in large groups who concentrate best in a small group or alone |
| Timing and scheduling | When and for how long the student works, and how the time is organized | Students who need more time, or who focus better at certain times of day |
List of IEP Accommodations by Category
The tables below work as an IEP accommodations cheat sheet. They draw on the Nebraska guidelines and the IRIS Center. Some classroom accommodations are not allowed on a given state test, so always check your state’s assessment manual.
Presentation Accommodations
| Accommodation | Who it helps |
|---|---|
| Large print or magnification | Students with visual impairments or other print disabilities |
| Text-to-speech or read aloud | Students with reading-related disabilities, so they can focus on meaning rather than decoding |
| Braille and tactile graphics | Students who are blind or have low vision |
| Audio description of graphics | Students with vision needs who cannot access tables, pictures and diagrams |
| Sign interpretation | Students who are deaf or hard of hearing |
| Highlighting, visual cues, masking | Students who need help focusing on key words or one part of a page |
| Clarified or repeated directions | Students who need directions restated or simplified to understand the task |
Response Accommodations
| Accommodation | Who it helps |
|---|---|
| Scribe | Students with documented significant motor or language processing difficulties; the scribe writes only what is dictated |
| Speech-to-text or audio recording of answers | Students who have difficulty generating text in written form |
| Word prediction or spelling device | Students slowed by keystroke speed or language recall |
| Calculator or calculation aids | Students whose disability affects calculation but not mathematical reasoning |
| Adaptive writing tools, alternate keyboards, switches | Students with dexterity or motor difficulties |
Setting Accommodations
| Accommodation | Who it helps |
|---|---|
| Small group or separate location | Students easily distracted by other students, or who think aloud and would distract others |
| Preferential seating | Students who work better near the teacher or away from windows and doors |
| Headphones, earplugs or other noise buffers | Students who need fewer distractions to concentrate |
| Special lighting or acoustics | Students with visual or hearing impairments |
| Adaptive furniture, slant board | Students who need physical support to sit upright or a better work surface |
Timing and Scheduling Accommodations
| Accommodation | Who it helps |
|---|---|
| Extended time | Students who process or write more slowly, or whose other accommodations (Braille, a scribe) take more time; a standard extension may be time and one-half |
| Frequent breaks | Students who tire easily or lose focus; breaks can be scheduled or taken as needed |
| Change in the order or time of activities | Students who perform best at a particular time of day |
| Work spread over several sessions or days | Students for whom fatigue limits performance |
IEP Accommodations for ADHD
IDEA names ADHD in the definition of other health impairment (34 CFR 300.8(c)(9)). The Office for Civil Rights’ 2016 resource guide on students with ADHD gives examples of supports, “behavioral interventions, assistance with organization, and additional time to complete assignments or tests,” and cautions that “not every student with ADHD needs extra time on examinations taken in a quiet room, or placement at the front of a classroom.”
| Barrier observed | Accommodation to consider | Category |
|---|---|---|
| Loses focus in a busy room | Seat away from doors and windows, noise buffers, small-group testing | Setting |
| Cannot sustain effort for a long task | Assignments broken into shorter sections, scheduled breaks | Timing and scheduling |
| Misses steps in multi-part directions | Directions repeated and highlighted, a written checklist | Presentation |
| Works accurately but slowly | Extended time on tests and long assignments | Timing and scheduling |
| Forgets homework because of ADHD | Flexible deadlines, an example OCR cites | Timing and scheduling |
OCR adds that some students “might require direct instruction,” such as learning to break a multi-step assignment into smaller parts. That is instruction, not an accommodation; see executive function IEP goals.
IEP Accommodations for Autism
The federal definition of autism names difficulties with communication and social interaction, “resistance to environmental change or change in daily routines,” and “unusual responses to sensory experiences” (34 CFR 300.8(c)(1)). Accommodations follow those needs:
- Predictable schedule: the Texas Education Agency’s autism supplement guidance describes a daily schedule plus an alternate schedule for exceptions such as field trips and substitute teachers, because sudden changes can cause anxiety or frustration.
- Visual supports for directions, steps and transitions (presentation).
- Noise buffers, a quieter location or calming background sound for sensory needs (setting).
- Breaks at set intervals or on request (timing and scheduling).
- Augmentative communication or other response options; the team must consider assistive technology (34 CFR 300.324(a)(2)(v)).
Social and communication skills themselves are taught through goals and instruction; see IEP goals for autism.
IEP vs 504 Plan Accommodations
Section 504 covers a student with an impairment that substantially limits a major life activity, a broader group than IDEA’s 13 categories. The CCSSO manual notes that all IDEA students are also covered by Section 504, but not all Section 504 students are eligible under IDEA. OCR explains that implementing an IEP developed under IDEA “is one means of meeting the Section 504 FAPE standard,” and that a written “Section 504 Plan” is common practice, though not explicitly required by the Section 504 regulations.
Both documents can list the same accommodations. The difference is what comes with them: an IEP also contains measurable annual goals and specially designed instruction, under the meeting and review rules described in our IEP meeting guide. For a full comparison of the two plans, see our IEP vs 504 guide.
How to Choose and Review IEP Accommodations
- Name the barrier. Start from the present levels: what exactly blocks access? Disability category is not enough; see PLAAFP examples.
- Match the category. A print barrier calls for a presentation accommodation, a writing barrier for a response accommodation.
- Ask the student. The CCSSO manual notes that involving students in selecting their supports gives them opportunities to learn self-advocacy skills and independence.
- Try it in class first. Compare work with and without the accommodation, and record the results with simple IEP data collection sheets.
- Check the state test rules for each assessment, and plan practice without any classroom accommodation the test does not allow.
- Tell every teacher what to provide, when and why.
- Review at every IEP meeting: keep, adjust or fade each accommodation based on the data.
Funding and Staffing
| Source | What it can support | Note |
|---|---|---|
| IDEA Part B | Supplementary aids and services, assistive technology, staff training | Program modifications or supports for school personnel are part of the IEP |
| Assistive technology obligation | Devices and services required by the IEP | Home use of school devices when the team finds it necessary for FAPE |
| State assessment programs | Accessibility built into state tests | States must use universal design principles to the extent possible |
| Local and state funds | Devices, software, accessible materials | Cooperatives such as TIPS can simplify purchasing |
Sources: 34 CFR 300.105 (assistive technology) and 34 CFR 300.160(g) (universal design). Staffing matters as much as funding: with 45 states reporting shortages in special education in 2024-25 (Learning Policy Institute, 2026), general education teachers carry most of the daily implementation.
Common Mistakes District Leaders Make
- Copying accommodations by category. OCR warns against providing the same set of aids “in a blanket fashion.”
- Listing too many. The CCSSO manual warns that unnecessary supports may negatively impact performance.
- Using an accommodation for the first time on a state test.
- Calling a modification an accommodation. Fewer problems or easier texts change expectations.
- Not telling teachers. Each teacher must be informed of the specific accommodations they provide (34 CFR 300.323(d)).
- Never checking whether it works. Without data, an accommodation is a habit.
- Letting accommodations replace instruction. Read-aloud without reading instruction leaves the skill gap in place.
Recommended Actions
- Sample IEPs by school and count accommodations per student; look for identical lists across students.
- Check the match between classroom accommodations and the state test accommodations in each IEP.
- Give every teacher a one-page accommodation summary per student at the start of each term.
- Train teams on accommodations vs modifications using your state’s assessment manual.
- Add a simple with-and-without check for new accommodations before the next review.
- Budget for assistive technology and accessible materials before the school year starts.
Questions District Leaders Should Ask
- How many accommodations does a typical IEP list in our district, and how many are identical across students?
- Do general education teachers receive each student’s accommodations before the first day of class?
- How many students use an accommodation on a state test that they did not use in class?
- Are modifications documented and explained to parents as changes in expectations?
- How long does it take to get a needed assistive technology device into a student’s hands?
Frequently Asked Questions
What accommodations are available with an IEP?
Any accommodation the IEP team decides a student needs, usually in four categories: presentation (large print, text-to-speech, Braille, sign interpretation), response (a scribe, speech-to-text, a calculator), setting (small group, preferential seating, noise buffers) and timing and scheduling (extended time, breaks, several sessions). On state tests, only accommodations allowed by the state’s guidelines can be used.
What are some IEP accommodations for ADHD?
Common options include seating away from distractions, small-group testing, assignments broken into shorter sections, scheduled breaks, repeated and highlighted directions, checklists and extended time. The Office for Civil Rights cites behavioral interventions, help with organization and additional time as examples, and warns that not every student with ADHD needs the same supports, so each choice should follow the student’s data.
What are the 13 disabilities that qualify for IEP?
IDEA lists autism, deaf-blindness, deafness, emotional disturbance, hearing impairment, intellectual disability, multiple disabilities, orthopedic impairment, other health impairment, specific learning disability, speech or language impairment, traumatic brain injury, and visual impairment including blindness (34 CFR 300.8). Each is explained, with national shares, in our guide to the IEP meeting.
What are the 7 critical components of an IEP?
The phrase usually refers to the seven items 34 CFR 300.320(a) requires: present levels, measurable annual goals, how progress is measured and reported, services and supports, the extent of time away from nondisabled peers, assessment accommodations, and the dates, frequency, location and duration of services. Each is covered in the complete guide to IEP goals.
Can AI help teachers prepare accommodated materials?
AI tools can help a teacher draft materials in an accommodated format, such as directions broken into numbered steps, a study guide or a simplified version of instructions, which the teacher then checks for accuracy. Do not enter student names or identifiable information, and follow your district’s policy. See the ChatGPT for teachers guide for safe prompting.
Related Resources
- IEP Goals: How to Write Measurable Goals
- IEP Meeting Guide
- Specially Designed Instruction Examples
- Dyslexia Accommodations
- Dyslexia Screening Laws by State
- PLAAFP Examples
- IEP Goals for Autism
- IEP Data Collection Sheets
Conclusion
Good IEP accommodations are specific, few and used every day. They come from a named barrier, fit one of four categories, are tried in class before test day and are kept only when the data show they help. Districts that hold to those habits, and tell every teacher exactly what to provide, turn the accommodations page of the IEP into real access to grade-level learning.
Sources: 34 CFR 300.320, Definition of individualized education program; 34 CFR 300.42, Supplementary aids and services; 34 CFR 300.160, Participation in assessments; 34 CFR 300.323, When IEPs must be in effect; 34 CFR 300.324, Development, review, and revision of IEP; 34 CFR 300.105, Assistive technology; 34 CFR 300.8, Child with a disability; IRIS Center, Accommodations: Instructional and Testing Supports for Students with Disabilities; CCSSO, Accessibility Manual: How to Select, Administer, and Evaluate Use of Accessibility Supports for Instruction and Assessment of All Students (2021); Nebraska Department of Education, Accommodations/Accessibility Supports Guidelines (2022); U.S. Department of Education, Office for Civil Rights, Dear Colleague Letter and Resource Guide on Students with ADHD (July 2016), via the Center for Parent Information and Resources; Texas Education Agency, Autism Supplement Guidance Document (2025); U.S. Department of Education, OSEP, 2024-25 Static Tables (Part B Child Count & Educational Environments); Learning Policy Institute, An Overview of Teacher Shortages: 2026 (July 13, 2026).
Join the 2027 Special Education Pilot
Accommodations open the door to grade-level work, but the skills behind each IEP goal still come from many repetitions of practice, and adult 1-on-1 time is limited in every classroom. Telo AI is being adapted for students with IEPs: patient, 1-on-1 practice aligned to each student’s IEP goals. We are inviting districts to shape it with us in a 2027 pilot.
Apply to pilot Telo AI in your Special Education program
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