Writing accommodations for the IEP: 20 examples, including dysgraphia

By the IEP Atlas editorial teamLast updated November 1, 2026

Short answer

Writing accommodations change how a student gets ideas onto the page, not the writing standard being graded. Common IEP writing accommodations include speech-to-text, a scribe, typing in place of handwriting, graphic organizers, sentence starters and reduced copying. Write each one with what, when, how much and who provides it, and match it to the part of writing that breaks down.

A student with dysgraphia can often tell you a strong three-part answer and then write eleven words of it. The gap between what the student knows and what reaches the page is what writing accommodations close. The trick is picking the accommodation that targets the step that fails, and writing it so a substitute could carry it out tomorrow.

Every example below is worded the way it should read in the IEP, checked as an accommodation or a modification, and marked with its effect on grading and testing. For how accommodations fit the IEP as a whole, start with the pillar on IEP accommodations. The broader IEP accommodations list by need area covers every subject in brief; this page goes deep on writing only.

Find the step of writing that breaks down

Writing is several jobs done at once. A student can be strong at one and stuck at another, so "writing accommodations" chosen from a generic list often miss.

Where writing breaks down	What you see in work samples	Accommodation category	Look at items
Handwriting (transcription)	Slow, effortful letters; fatigue after 5 to 10 minutes; illegible words	Response	1 to 5
Spelling while composing	Simple word choices to avoid hard spellings; many crossed-out words	Response, presentation	6 to 8
Planning and organization	Ideas in random order; no topic sentence; stops after one idea	Presentation	9 to 12
Sentence and paragraph building	Run-ons, fragments, ideas that do not connect	Presentation	13 to 15
Editing and revising	Errors the student can fix when pointed out but not find	Presentation, response	16 to 17
Stamina and time	Strong start, then stops; work left unfinished	Timing, setting	18 to 20

Pull three work samples before you choose: one timed, one untimed, and one dictated. If the dictated version is far longer and better organized than the handwritten one, the problem is transcription. If both versions are disorganized, the student needs planning supports and probably a goal, not just an accommodation.

Transcription and dysgraphia accommodations

Dysgraphia is a difficulty with the physical and spelling side of writing. These five items take handwriting out of the way so the student can show composition.

Accommodation as written in the IEP	Type	Effect on grading and testing
1. The student may use speech-to-text on a school device for any written assignment over 3 sentences, in all core classes. The case manager confirms the tool works on the first day of each semester.	Accommodation	None; the student still composes and edits. Check the state manual before using it on state writing tests
2. The student may type any written assignment over 5 sentences. A device with a keyboard is available in every core class.	Accommodation	None
3. An adult scribe writes the student's dictated words exactly as spoken for tests with written responses over 1 paragraph. The student reviews and edits the scribed text.	Accommodation	None, if the scribe adds no words or ideas. State tests often have scribe rules; follow them
4. Copying from the board is replaced with a printed copy of the notes or problems, given at the start of class.	Accommodation	None
5. The student uses wide-ruled or raised-line paper and a pencil grip from an agreed list for handwritten work, provided by the classroom teacher.	Accommodation	None

Speech-to-text and a scribe are not the same support. With speech-to-text the student sees the words appear and must catch recognition errors, which is real editing work. With a scribe the adult does that job. Choose speech-to-text when the student can manage the editing; it builds independence.

Spelling supports during composition

Spelling has its own page: see spelling accommodations for word banks and spell-check rules in detail. These three items cover spelling only as it affects a writing task.

Accommodation as written in the IEP	Type	Effect on grading and testing
6. Spelling is not scored on written assignments in content classes (science, social studies) unless the word is a unit vocabulary term.	Accommodation	None for content grades; spelling is still taught and assessed in ELA
7. The student may use spell-check and word prediction on typed work in all classes.	Accommodation	None. Word prediction may not be allowed on state writing tests
8. A personal word bank of 20 to 30 frequently misspelled words is taped inside the writing folder, updated monthly by the special education teacher.	Accommodation	None

Planning and organization accommodations

Accommodation as written in the IEP	Type	Effect on grading and testing
9. The teacher provides a graphic organizer matched to the writing type (narrative, opinion, informational) for every multi-paragraph assignment.	Accommodation	None
10. The student may dictate a plan to an adult or a recorder for up to 3 minutes before writing, for all essays and constructed responses.	Accommodation	None
11. Writing prompts are given in print, with key words highlighted, in addition to being read aloud.	Accommodation	None
12. A model paragraph or exemplar of the same writing type is available during independent writing.	Accommodation	None, if the model is on a different topic. A model on the same topic that the student copies from is a modification

Sentence and paragraph supports

Accommodation as written in the IEP	Type	Effect on grading and testing
13. A list of 6 to 10 sentence starters and transition words is available on the desk for all written work.	Accommodation	None
14. Paragraph frames with blanks for the topic sentence, 2 details and a closing are provided for extended responses.	Accommodation or modification	Accommodation if the student writes every sentence; modification if the frame supplies the content
15. The student writes a shorter response, 1 paragraph in place of 3, graded against the same rubric criteria for ideas and organization.	Modification	Changes the expectation. Note on the report card as your district requires

Item 15 is the only clear modification in the list. Shorter work is often an accommodation in other subjects, but in writing the length and development of the response is part of the standard. The trade-offs are covered in reduced work as an IEP accommodation.

Editing and revising accommodations

Accommodation as written in the IEP	Type	Effect on grading and testing
16. The student uses a 4-item editing checklist (capitals, end marks, spelling of word-bank words, reads aloud once) before turning in written work.	Accommodation	None
17. The student may use text-to-speech to hear their own draft read back during editing, on typed work in all classes.	Accommodation	None

Hearing a draft read back is one of the cheapest supports on this page. Students who cannot see a missing word on the screen will often hear it right away.

Time and stamina accommodations

Accommodation as written in the IEP	Type	Effect on grading and testing
18. The student receives up to 1.5 times the standard time on in-class writing and timed written tests.	Accommodation	None. See the guide on extended time for how to run it
19. Essays over 1 page are broken into planning, drafting and editing steps with a check-in after each step.	Accommodation	None; the full essay is still required
20. The student may complete long written tests in a quiet room with a 2-minute stretch break every 15 minutes.	Accommodation	None; break time does not count against test time

Worked example: a 5th grader with dysgraphia

Illustrative numbers. In September, a 5th grader writes 14 words in a 3-minute timed sample, with 9 correct word sequences. When she dictates a response to the same prompt for 3 minutes, she produces 41 words in 4 complete sentences. Her ideas are on grade level; the handwriting is the barrier.

The team adds items 1, 4, 9 and 17. Over the next 6 weeks, her typed and dictated responses on the class rubric rise from a 1 out of 4 to a 3 out of 4 on ideas and organization. Her handwritten timed samples still sit near 15 words, so the team also writes a handwriting and keyboarding goal. The accommodation lets her show what she knows in science now. The goal builds the skill she will need later.

Score both on a rubric scoring data sheet and keep the accommodated and unaccommodated samples in separate columns. If you mix them, the graph shows growth that is really the accommodation working. The writing measurement guide explains total words written and correct word sequences.

Goals to pair with writing accommodations

An accommodation gives access; it does not teach. Most students who need several items above also need a writing goal. Pull matching templates from the IEP goals for dysgraphia, the handwriting goals and the keyboarding goals. For composition, see IEP goals for writing.

The IEP must list the supplementary aids and services and program modifications the student needs, along with the accommodations for state and district tests.^[1] Testing accommodations must come from the state's allowed list,^[2] so a classroom accommodation such as word prediction may need a different version on test day. The IRIS Center's module on accommodations walks through matching supports to the need.^[3]

Mistakes to avoid

Weak: "Access to assistive technology for writing." Better: "The student may use speech-to-text on a school Chromebook for written assignments over 3 sentences in all core classes."
Weak: "Shortened writing assignments." Better: name the exact length and whether the rubric changes, then label it a modification if the length is part of the standard.
Weak: "Scribe as needed." Better: name which tasks, whether the student edits, and that the scribe writes words exactly as dictated.
Weak: listing 12 writing supports with no data on which ones the student uses. Better: list the 4 or 5 that match the breakdown and check use after 4 weeks with an accommodation tracking sheet.

Frequently asked questions

What are common IEP accommodations for dysgraphia?

Speech-to-text, typing in place of handwriting, a scribe for longer written tests, printed notes in place of copying, adapted paper and grips, and extra time. Spelling is often left unscored in content classes so the grade reflects the content.

Is a scribe an accommodation or a modification?

A scribe is an accommodation when the adult writes exactly what the student says and adds no ideas or words. If the scribe rewords, organizes or corrects content, it changes the work and the result no longer shows what the student can do.

Can a student use speech-to-text on state writing tests?

It depends on the state. Many states allow it for students whose IEP lists it, sometimes with conditions. Check the current state testing manual and make sure the IEP names the testing accommodation separately from the classroom one.

Does a writing accommodation replace a writing goal?

No. The accommodation lets the student show content knowledge now. If the student cannot write at the expected level, the IEP also needs a goal and instruction that build the skill.

Use it in IEP Atlas

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
Accommodations: Instructional and Testing Supports for Students with Disabilities, IRIS Center, Vanderbilt University

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.