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IEP Accommodations Checklist for General Education Teachers

63 common accommodations in six groups, each with a plain sentence about what it looks like in a classroom, and a short guide to using them well.

  • Plain language
  • 63 accommodations
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Quick answer: An IEP accommodations checklist lists the supports that change how a student learns or shows learning, such as extended time, directions read aloud or preferential seating. Use the list below to understand what each one means in class, then use the tool to build a sheet for each student. Always follow the accommodations as written in the student's plan.

The checklist

These are common accommodations, written as short plain phrases with one sentence each. The accommodations a student actually receives are the ones in that student's plan, so use this page to understand the wording, not to decide what a student should get.

Presentation

  • Directions read aloud and repeated. Read directions out loud, then say them again, or let the student ask for a repeat.
  • Text and assignments read aloud. Read text, questions and assignments aloud, or provide a reader or text-to-speech tool, when the plan says so.
  • Audio versions of books and texts. Provide recorded or digital audio versions of books and class texts.
  • Large print or enlarged materials. Give enlarged print or zoomed digital materials so the student can see them comfortably.
  • Copy of class notes. Hand over a copy of your notes or an outline so the student can listen instead of copying.
  • Visual schedule and picture or written directions. Post the schedule and give steps in pictures or writing as well as speech.
  • Worked examples and models provided. Show a finished example or model before the student starts.
  • Directions given one step at a time. Give one direction at a time and wait for the student to finish before giving the next.
  • Key words highlighted in texts and directions. Highlight or bold the key words in directions and texts.
  • Fewer items per page with more white space. Put fewer problems on each page and leave room between them.
  • Check for understanding before work starts. Ask the student to tell you what they are going to do before they begin.
  • Key vocabulary list or word bank. Give a list of key words with short meanings to keep at the desk.

Response

  • Use of calculator. Let the student use a calculator for the tasks the plan names.
  • Multiplication chart or math fact reference. Keep a multiplication chart or fact sheet on the desk during math.
  • Scribe or speech-to-text for written work. A trusted adult writes what the student says, or the student dictates into a speech-to-text tool.
  • Type responses instead of handwriting. Let the student type instead of handwriting.
  • Oral responses instead of written. Accept a spoken answer in place of a written one.
  • Spell-check or word-prediction tool. Allow spell-check or word prediction while writing.
  • Graphic organizers for writing. Give a graphic organizer to plan writing before drafting.
  • Sentence starters or frames. Offer sentence starters such as “I think ___ because ___.”
  • Mark answers in the booklet instead of a separate sheet. Let the student circle or mark answers in the booklet instead of filling in a separate sheet.
  • Choice of how to show learning (talk, poster, model). Offer a choice, such as a short talk, a poster or a model, as long as it shows the same learning.

Setting

  • Preferential seating. Seat the student where the plan says, often near the teacher or board and away from distractions.
  • Quiet, low-distraction workspace. Offer a quiet spot or study carrel for independent work.
  • Seat near a positive peer model. Seat the student near classmates who are steady, positive models.
  • Standing desk, wiggle seat or fidget tool. Allow a standing desk, wiggle cushion or quiet fidget tool, as the plan lists.
  • Noise-reducing headphones. Allow noise-reducing headphones during independent work.
  • Calm-down space available. Keep a calm spot available and agree on how the student asks to use it.
  • Adult nearby to check in during work. Have an adult stop by during work to check in quietly.
  • Reduced glare or adjusted lighting. Reduce glare or adjust the lighting where the student works.
  • Accessible seating and room layout. Keep paths clear and seating set up so the student can move and work easily.

Timing & scheduling

  • Extended time (1.5x) on tests and assignments. Allow time and a half (1.5 times the usual time) on tests and assignments.
  • Extra time to process and respond to questions. Wait a few extra seconds after asking a question before expecting an answer.
  • Breaks as needed. Let the student take a short break when needed, using the signal or routine you agreed on.
  • Chunked assignments. Break a long assignment into smaller parts and check in after each part.
  • Extra time to turn in assignments. Allow extra time to turn in assignments, as the plan describes.
  • Advance notice before transitions. Tell the student a few minutes before the activity changes.
  • Preview of the daily schedule and any changes. Show the day's schedule at the start and mention any change ahead of time.
  • Tests split across more than one session. Give long tests in two or more sessions instead of one.

Organization & behavior

  • Assignment notebook or planner checked daily. Check that the student wrote down assignments in a planner or notebook each day.
  • Checklists for multi-step tasks. Give a checklist for tasks with several steps.
  • Color-coded folders and materials. Use one color for each subject for folders and materials.
  • Extra set of books or materials at home. Keep a spare set of books or materials at home so nothing is forgotten.
  • Visual timer or time-management tool. Use a visual timer to show how much time is left.
  • Frequent, specific positive feedback. Notice and name what the student does well, often and specifically.
  • Reinforcement system or token board. Use the reinforcement system in the plan, such as a token board, the same way every day.
  • Quiet, private redirection instead of public correction. Redirect quietly and privately instead of correcting in front of the class.
  • Pre-teaching of new routines (social stories, previews). Preview new routines or events ahead of time so the student knows what to expect.
  • First/then board or visual routine. Show what comes first and what comes next with a simple first/then board.
  • Pass to leave class or go to a safe person. Let the student leave class or go to a named safe person using the agreed pass or signal.
  • Daily check-in and check-out with a trusted adult. Have the student check in with a trusted adult at the start and end of the day.
  • Peer buddy or partner for group work. Pair the student with a partner for group work.

Testing

  • Testing in a small group / separate setting. Give the test in a small group or a separate room, as the plan specifies.
  • Test items read aloud where the test allows it. Read test items aloud where the test and the plan allow it.
  • Scribe or speech-to-text on tests. Let the student dictate answers to a scribe or use speech-to-text on tests.
  • Supervised breaks during tests. Allow short supervised breaks during a test.
  • Word bank on tests. Provide a word bank on tests.
  • Formula sheet or reference card on tests. Provide a formula sheet or reference card on tests.
  • Oral test option where the test allows it. Offer an oral answer option where the test allows it.
  • Testing at the time of day the student works best. Schedule tests at the time of day the student works best.
  • Familiar adult gives the test. Have a familiar adult give the test.
  • Preview of the test format and directions. Show the test format and directions before test day.
  • State and district test accommodations as listed in the IEP. Follow the state and district test accommodations listed in the student's plan.

How to use accommodations well in class

  • Read the plan first. Know which accommodations apply, when they apply and any conditions, such as tests only.
  • Make them routine. A support that is offered the same way every day becomes part of the room, and a student is more likely to use it.
  • Be private. Hand over the copy of notes quietly, and use an agreed signal for breaks. Nobody should have to explain their plan to the class.
  • Teach students to ask. The goal is a student who can say what they need. Prompt, then step back.
  • Keep a simple record. A quick tally of when each accommodation was used helps at the next plan meeting.
  • Tell the case manager what works. Teachers see things in the room that the team does not.

Turn the checklist into a one-page sheet

Case managers can tick these same accommodations for each student in the tool above, add strengths and strategies, and print a one-page sheet for each teacher, or a class matrix that shows every student's accommodations at once. For a quick start, see the IEP at a glance template.

Related free tools

Frequently asked questions

What is the difference between an accommodation and a modification?

An accommodation changes how a student learns or shows learning, for example extra time or a quiet room. A modification changes what the student is expected to learn or do, for example a different or reduced learning target. If you are not sure which one a plan describes, ask the case manager.

Do I have to give every accommodation on this list?

No. This is a list of common examples. A student's plan names the accommodations that apply to that student, and those are the ones to provide. Do not add or drop supports on your own, and ask the case manager if something is unclear.

What if an accommodation is hard to do in my class?

Tell the case manager early. There is often another way to meet the same need, but the plan should be changed by the student's team, not quietly by one teacher.

Can I give an accommodation to the whole class?

Often yes. Posting directions, giving a copy of notes or offering a quiet spot to anyone who wants one can help many students. Keep providing the support the plan describes to the student who needs it, and do it privately so the student is not singled out.

Where do I find a student's accommodations?

In the IEP or 504 plan, which the case manager can share with you. A one-page sheet from the case manager is a summary of those, and the full plan is the one to follow.

More templates and guides

Last updated · Written by the Rooh Sites team. A summary tool, not legal advice. Follow the full IEP or 504 plan.