Preschool accommodations: 12 examples written for the IEP

By the IEP Atlas editorial teamLast updated November 1, 2026

Short answer

Preschool accommodations are changes to how a young child gets through the day, such as a visual schedule, a first-then card or a cube chair at circle, that do not change what the child is expected to learn. Write each one with what it is, when it is used, how much and who provides it, so every adult in the room does it the same way.

In a preschool room, accommodations look different from the extended time and read-aloud tests of later grades. They are visual schedules, seats with sides, warnings before clean-up and a device that goes to the playground. The idea is the same: change the how, keep the what.

The 12 examples below are written as they should appear in the IEP. Each one has an accommodation or modification check. For the goals these supports go with, see the preschool IEP goals pillar.

What counts as a preschool accommodation

The IEP must list the supplementary aids and services, program modifications and supports for staff the child needs to make progress and take part with other children.^[1] Supplementary aids and services are the supports that let a child learn alongside peers in regular settings.^[2]

An accommodation changes access: the setting, the timing, the materials or how the child responds. A modification changes the expectation itself. The accommodations vs modifications guide gives the full test. For preschool, ask one question: does this change what we expect the child to learn or do, or only how the child gets there?

The Division for Early Childhood recommends adapting the physical, social and temporal environment so children can take part in daily routines.^[3] Most preschool accommodations do exactly that.

How to write a preschool accommodation

A vague accommodation ("visual supports as needed") gets done by one adult and skipped by the next. Write four parts.

Part	Question it answers	Example
What	What is the support?	A first-then card with photos
When	In which routines?	At every transition away from a preferred activity
How much	How often or how long?	Shown with a 1-minute verbal warning before each such transition
Who	Who provides it?	Classroom teacher, assistant or any adult leading the activity

12 preschool accommodations written for the IEP

These are illustrations. Choose from the child's present levels, not from a list.

#	Need	Accommodation as written in the IEP	Who provides it
1	Predicting the day	A picture schedule of the day's routines is posted at the child's eye level and reviewed with the child at arrival and after each transition.	Teacher or assistant
2	Leaving preferred activities	Before transitions away from a preferred activity, an adult shows a first-then card and gives a 1-minute verbal warning with a visual timer.	Any adult leading the activity
3	Sitting at circle	During circle and story time (up to 15 minutes), the child sits in a cube chair or on a carpet spot marker within 3 feet of the adult leading.	Teacher sets up; assistant monitors
4	Body movement	The child has a 2-minute movement break (wall push, jumping on a mat, a hallway walk) offered before circle and when an adult sees signs of restlessness, up to 4 times a day.	Assistant or teacher
5	Communication	The child's speech-generating device or core vocabulary board is within arm's reach in all routines, including snack, outdoor play and the bus line.	All classroom staff; SLP trains staff
6	Processing time	After a direction or question, adults wait at least 5 seconds before repeating, and repeat once with a gesture before giving more help.	All adults
7	Loud settings	The child may wear noise-reducing headphones during fire drills, assemblies and indoor gym time, offered before the event starts.	Teacher or assistant
8	Fine motor materials	Chunky crayons, spring-loaded scissors and a slant board are available at the art and writing centers.	Teacher; OT consults on setup
9	Following directions	Group directions are given in 1 step at a time with a gesture or picture, and the adult checks the child started before giving the next step.	Any adult leading the activity
10	Toileting	The child is taken to the bathroom on a set schedule every 90 minutes, with a picture card to ask at other times.	Assistant
11	Home-school communication	A daily note or app message tells the family one thing the child did, one skill practiced and any change in routine for tomorrow.	Teacher
12	Screening and assessment	During district preschool assessments, the child may point to or eye-gaze at answer choices, take breaks after every 5 items and be tested by a familiar adult.	Assessor, with teacher present

Accommodation or modification check

Preschool has no grades or state tests, so the "effect" column looks at progress reports and district or kindergarten screening. The check still matters, because a modification changes what the progress report can say.

#	Accommodation or modification?	Why	Effect on progress reports and assessments
1	Accommodation	Changes how the child learns the schedule, not what is expected	None
2	Accommodation	Adds warning time; the child still makes the transition	None, but note if the goal is written with the card
3	Accommodation	Changes the seat, not the participation expected	None
4	Accommodation	Changes timing; the activity is the same	None
5	Accommodation	Changes how the child responds	Goals and screenings accept device answers
6	Accommodation	Changes timing of responses	None
7	Accommodation	Changes the setting's sound level	None
8	Accommodation	Changes materials; the art task is the same	None
9	Accommodation	Changes how directions are given	None
10	Accommodation	Changes timing of a routine	None
11	Neither (a support for the team)	Shares information; changes nothing for the child	None
12	Accommodation	Changes response mode, breaks and examiner	Report the accommodations with the scores

A preschool support becomes a modification when it lowers the expectation. Two common ones:

Shortened participation. "The child joins circle for the first 5 minutes, then leaves for a quiet center" changes how much of the lesson the child is expected to take part in. That is a modification, and the goal should say how participation will grow.
Different content. "During circle calendar, the child works on matching colors instead of counting days" changes what is taught. Also a modification.

Modifications are allowed when the team decides the child needs them. Write them as clearly as accommodations, and plan how to fade them.

Worked example: one child's supports page

Rosa is 4 years 2 months old and has an autism eligibility. At baseline she left circle 4 of 5 days within 3 minutes and cried at 3 of 5 transitions a day. She uses about 20 single words and a picture board.

Her team chose 5 supports: items 1, 2, 3, 5 and 7 from the table above. They matched each support to a goal. The first-then card (item 2) pairs with her transition goal. The cube chair (item 3) pairs with a goal to stay at circle for 10 minutes. The picture board (item 5) pairs with her requesting goal.

After 9 weeks, Rosa stayed at circle a median of 8 minutes and made 4 of 5 transitions without crying. The team kept the card and the chair, and wrote in the IEP when they would test removing the cube chair: after 4 weeks at 10 minutes. For goal ideas that fit a child like Rosa, see IEP goals for autistic preschoolers.

Common mistakes with preschool accommodations

Weak: "Visual supports as needed."

Better: "Before transitions away from a preferred activity, an adult shows a first-then card and gives a 1-minute verbal warning with a visual timer."

"As needed" leaves the decision to whoever is in the room. Name the routine and the support.

Weak: "Sensory diet."

Better: "A 2-minute movement break is offered before circle and when an adult sees signs of restlessness, up to 4 times a day."

A label is not a plan. Say what the break is, when and how often.

Weak: "Adult support throughout the day."

Better: "During arrival and outdoor play, an adult stays within 5 feet to prompt the first step of the routine, then steps back."

Constant adult support can stand between the child and peers. Name the routines that need it and what the adult does.

Fading supports before kindergarten

The spring before kindergarten, look at each support and ask whether the child still needs it, and whether the new classroom can provide it. Kindergarten rooms often have posted schedules and timers already, so items 1 and 2 may carry over with little change. A cube chair may not.

Write down the supports the child will still need, and share them at the transition meeting. The kindergarten IEP goal examples show the goals that usually come next. For how to put a list of supports into daily practice, see how to implement IEP accommodations, and for supports across all grades, the list of IEP accommodations.

Library pages for the goals behind the supports

Supports work best when they sit next to a goal. The preschool readiness goals page has templates for the routines most supports target, such as moving between centers and following a picture schedule in a new classroom. The preschool IEP goals page groups templates by area. When the goal is drafted, paste it into the goal checker, and keep the support in the accommodations section, not in the goal.

Frequently asked questions

What are examples of preschool accommodations?

Common ones are a picture schedule, a first-then card with a warning before transitions, a cube chair or spot marker at circle, movement breaks, a communication device in every routine, extra wait time after directions and noise-reducing headphones for loud events.

Is a shortened circle time an accommodation or a modification?

If the child is expected to take part in less of the activity, it is a modification, because the expectation changed. If the child takes part in the whole activity with a different seat or a break, it is an accommodation.

Do preschool accommodations carry over to kindergarten?

Only if the team writes them into the new IEP. Review each support the spring before kindergarten, decide which ones the child still needs, and share them at the transition meeting so the new teacher can plan.

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Sources

34 CFR §300.320: Definition of individualized education program, Legal Information Institute, Cornell Law School
34 CFR §300.42: Supplementary aids and services, Legal Information Institute, Cornell Law School
DEC Recommended Practices, Division for Early Childhood, Council for Exceptional Children

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.