IEP accommodations list by need area
By the IEP Atlas editorial teamLast updated
Short answer
This IEP accommodations list groups 20 common supports by need: reading, writing, math, attention and organization, behavior and regulation, and sensory or physical access. Each one is written the way it should read in the IEP, naming what, when, how much and who provides it. Each also shows whether it changes grading or needs a state testing check.
A list helps you see options. It does not choose for you. Pick an accommodation only when present levels describe the need it answers, and keep the set small enough that every teacher can carry it out. The pillar guide on IEP accommodations explains that process step by step.
Every item below follows the same rule: say what the support is, when it applies, how much, and who provides it. Every item also has a check. "A" means it is an accommodation: same standard, same grading. "Check state manual" means classroom use is fine but state test rules differ. The IEP must list the accommodations a student needs in class and on state and district tests.[1] Each state decides which test accommodations keep a score valid.[2]
Match the need to the category first
Start here. Find the student's barrier in the left column, then look at the matching section below.
| Need described in present levels | Category | Section below |
|---|---|---|
| Decodes well below grade level | Presentation | Reading |
| Understands spoken text better than print | Presentation | Reading |
| Slow or hard-to-read handwriting | Response | Writing |
| Ideas are strong but spelling blocks them | Response | Writing |
| Knows the concept, makes fact or copying errors | Response and presentation | Math |
| Loses track of steps or materials | Presentation and setting | Attention and organization |
| Attention fades over long tasks | Timing and setting | Attention and organization |
| Escalates under demand or noise | Setting and timing | Behavior and regulation |
| Low vision, hearing loss or limited motor control | Presentation and response | Sensory and physical access |
The glossary defines each category: presentation, response, setting and timing.
Reading accommodations
| # | Accommodation as written in the IEP | Category | Check | Grading and testing |
|---|---|---|---|---|
| 1 | Text-to-speech for assigned readings in science and social studies, on the student's school device, set up by the special education teacher | Presentation | A | Same grading. Check state manual for read-aloud on reading tests |
| 2 | Test questions and answer choices read aloud by an adult on math, science and social studies tests | Presentation | A | Same grading. Most states allow this outside reading tests; confirm |
| 3 | Audiobook of class novels in English, provided with the print copy by the general education teacher | Presentation | A | Same grading on comprehension. Not for fluency or decoding checks |
| 4 | Guided notes with key terms highlighted for lectures over 15 minutes, provided by the classroom teacher | Presentation | A | Same grading. Not usually a state test support |
For read-aloud items, write the subjects in the IEP. A reader on a reading comprehension test can change what the test measures. The reading comprehension goals page has goal wording if the student also needs instruction.
Writing accommodations
| # | Accommodation as written in the IEP | Category | Check | Grading and testing |
|---|---|---|---|---|
| 5 | Speech-to-text for written responses longer than 3 sentences, in all classes, on the student's device | Response | A | Same grading on content. Check state manual for writing tests |
| 6 | Keyboard instead of handwriting for assignments over one paragraph, using a school laptop | Response | A | Same grading. Usually allowed on state tests |
| 7 | Spelling not scored on content-area tests and assignments, applied by each content teacher | Response | A | Same grading on content. Spelling still scored in English writing |
| 8 | Graphic organizer provided for essays and paragraph responses, by the general education teacher | Presentation | A | Same grading. Check state manual before using on a writing test |
The speech-to-text glossary entry covers setup. If a student needs a graphic organizer on every task, consider a paragraph organization goal so the scaffold can fade.
Math accommodations
| # | Accommodation as written in the IEP | Category | Check | Grading and testing |
|---|---|---|---|---|
| 9 | Multiplication chart on multi-step problems where computation is not the skill tested | Response | A | Same grading. Usually not allowed on state math tests; check |
| 10 | Calculator on word problems and multi-step tasks, not on computation tests | Response | A on reasoning tasks | Same grading. State rules vary by section |
| 11 | Graph paper or a lined template for multi-digit problems, provided by the math teacher | Response | A | Same grading |
| 12 | Worksheets with 6 or fewer problems per page, same total assigned | Presentation | A | Same grading. Graded out of the full total |
Watch item 12. If the student is assigned fewer problems and graded out of the smaller total, it becomes a modification. The accommodations vs modifications page shows 30 pairs like this.
Attention and organization accommodations
| # | Accommodation as written in the IEP | Category | Check | Grading and testing |
|---|---|---|---|---|
| 13 | Directions given orally and in writing, with steps numbered, for any task with 3 or more steps | Presentation | A | Same grading |
| 14 | Time and a half on tests, quizzes and timed in-class writing over 15 minutes, in all core classes | Timing | A | Same grading. Allowed in most state manuals; confirm the amount |
| 15 | Small-group setting of 8 or fewer students for tests over 20 minutes, run by the special education teacher | Setting | A | Same grading. Usually allowed on state tests |
| 16 | Daily check of the planner at the end of the last class, by the case manager or a paraprofessional | Setting | A | Same grading |
Pair item 16 with an organization goal if the student will need to do it alone next year. The organization goals page has templates.
Behavior and regulation accommodations
| # | Accommodation as written in the IEP | Category | Check | Grading and testing |
|---|---|---|---|---|
| 17 | Up to 3 breaks of 2 minutes per class period, requested with a break card, in a set spot in the room | Timing | A | Same grading. Breaks during state tests follow the manual |
| 18 | Advance warning 2 minutes before transitions, and a visual schedule posted at the student's desk | Presentation | A | Same grading |
A visual schedule works best when it is updated each day. If breaks are used to avoid work, look at the break request goals for a skill to teach alongside the support.
Sensory and physical access accommodations
| # | Accommodation as written in the IEP | Category | Check | Grading and testing |
|---|---|---|---|---|
| 19 | Enlarged print at 18-point font on all handouts and tests, prepared by the classroom teacher | Presentation | A | Same grading. Large-print state tests are ordered ahead |
| 20 | Remote microphone system worn by each teacher during instruction, checked daily by the student | Presentation | A | Same grading. Allowed on state tests |
These need planning before the year starts. Large-print test booklets, for example, are ordered through the district testing office weeks ahead.
How to use this list as a cheat sheet
Print the need-to-category table and keep it with your IEP drafts. When you write a new accommodation, copy the pattern, not the exact words.
- Name the support.
- Say when it applies: subjects, task types or settings.
- Say how much: the amount, limit or size.
- Say who provides it, or which tool.
- Run the modification check: does it change what the student must learn or how it is graded?
Tracking whether each accommodation helps
Write fewer accommodations and check them. For any support you are unsure about, track use and effect for 4 to 6 weeks. The opportunity data sheet works well: one row per test or task, marked offered, used or refused. At the next review, drop what is not used and keep what helps.
Share the final list with every teacher on a one-page summary. The IEP at a glance template is built for that. For state test rules, see testing accommodations for students with IEPs.
Frequently asked questions
What are the most common IEP accommodations?
Extended time, small-group testing, directions read aloud or repeated, breaks, and assistive technology such as text-to-speech or speech-to-text appear in many IEPs. Common does not mean right for every student. Each one should answer a need described in present levels.
Is there an IEP accommodations list PDF?
Many districts publish one. A downloaded list is a menu, not an IEP. Use this page's need-to-category table to choose, then write each support with when, how much and who, so it fits the student rather than the list.
How specific should an accommodation be?
Specific enough that a substitute could carry it out without asking. Name the subjects or tasks, the amount, and who provides it. Avoid as needed, which leaves the decision to whoever is in the room.
Use it in IEP Atlas
- Accommodation in the IEP glossary
- Modification in the IEP glossary
- Testing accommodations in the IEP glossary
- Presentation accommodation in the IEP glossary
- Organization goal examples
Related guides
- IEP accommodations: how to choose, write and track them
- Accommodations vs modifications: 30 side-by-side examples
- Testing accommodations for students with IEPs
- IEP at a glance: one-page summary template for teachers
- Behavioral accommodations list
- Assistive technology accommodations list
- Reading accommodations by need: decoding, fluency and comprehension
Sources
- 34 CFR §300.320: Definition of individualized education program, Legal Information Institute, Cornell Law School
- 34 CFR §300.160: Participation in assessments, Legal Information Institute, Cornell Law School
Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.