Fine motor accommodations (pencil grips, slant boards, keyboards)
By the IEP Atlas editorial teamLast updated
Short answer
Fine motor accommodations change how a student does a hand-skill task, not what they must learn. Pencil grips, slant boards, adapted scissors, copies of notes and a keyboard for long writing are common. Each one should say what is provided, when, how much and who provides it, so every teacher applies it the same way.
An accommodation that says "pencil grip" helps nobody. Which grip? For which tasks? Who makes sure it is on the desk? Does it apply on the state test? A fine motor accommodation written that loosely gets used by one teacher and forgotten by the next. Written clearly, it travels with the student from math to art to the testing room.
The 24 accommodations below are written the way they should read in the IEP. Each says what, when, how much and who, and each has a check: is it an accommodation or a modification, and what does it mean for grading and testing? For the difference in general, see accommodations vs modifications. The occupational therapy IEP goals pillar explains when a fine motor need calls for a goal, an accommodation or both.
Accommodation or modification
An accommodation changes how the student accesses or shows learning. A modification changes what the student is expected to learn or produce. For fine motor supports the deciding question is simple: does the task still measure the same skill?
A slant board does not change what a spelling test measures. A scribe on a spelling test does, because spelling includes writing the letters. A keyboard for a science lab report is an accommodation. A keyboard for a handwriting assessment is a modification, because handwriting is the skill being measured.
On state and district tests, only accommodations the state allows can be used, and they must be listed in the IEP.[1] Check your state's testing manual before promising a support on the test. Rules differ, especially for scribes, speech-to-text and keyboards on writing tests.
What every fine motor accommodation should say
- What: the exact tool or change ("a 20-degree slant board," not "positioning supports").
- When: which tasks or classes ("written work longer than 3 sentences," "all classes").
- How much: limits, if any ("up to 4 pages per week").
- Who: the adult who provides or sets it up ("general education teacher," "paraprofessional," "OT trains staff").
Some supports in the lists below also count as assistive technology. The team must consider whether the student needs assistive technology devices and services, and many fine motor tools fall in that category.[2][3]
Writing tools and paper
| Accommodation as written in the IEP | Type | Grading and testing |
|---|---|---|
| 1. Student will use a crossover-style pencil grip on all pencils during written work in all classes; teacher keeps 2 spares in the desk. | Accommodation | No effect on grading; allowed on tests |
| 2. Student will use a 20-degree slant board for written work over 5 minutes in ELA, math and science; slant board stays at the student's desk. | Accommodation | No effect; usually allowed on tests (check seating) |
| 3. Student will be given raised-line paper for handwriting and journal tasks in ELA; OT supplies paper monthly. | Accommodation | No effect; check state rules if writing on test paper |
| 4. Student will use graph paper with half-inch squares for multi-digit math work; math teacher provides copies of worksheets on graph paper. | Accommodation | No effect; allowed for scratch work on most tests |
| 5. Student's paper will be held in place with a clipboard or non-slip mat during written tasks in all classes; paraprofessional sets it up until the student does it alone. | Accommodation | No effect |
| 6. Student will use a mechanical pencil or a softer lead (2B) for written work to reduce pressure and lead breaks; teacher allows in all classes. | Accommodation | No effect; check test rules on pencil type for bubble sheets |
Try grips and paper for at least a week before naming one in the IEP. The pencil grasp goals page covers when grasp needs a goal as well.
Reducing handwriting load
| Accommodation as written in the IEP | Type | Grading and testing |
|---|---|---|
| 7. Student will receive a printed copy of board notes or slides at the start of each lesson in all core classes; general education teacher provides. | Accommodation | No effect on grading |
| 8. Student will receive guided notes with blanks for key words instead of copying full notes in science and social studies; teacher provides. | Accommodation | No effect, if the notes cover the same content |
| 9. Worksheets will be enlarged to give at least 1 inch of answer space per written item in all classes; teacher or paraprofessional enlarges. | Accommodation | No effect |
| 10. Student may mark answers directly in the test booklet instead of on a bubble sheet; staff transfer answers. | Accommodation | Allowed on many state tests; check the testing manual |
| 11. Student may give answers orally for math and science quizzes when written answers are not the skill being assessed; teacher records the answers. | Accommodation | No effect where writing is not the skill measured |
| 12. Student will copy no more than 2 sentences from the board per task; remaining text is provided on paper. Content is not reduced. | Accommodation | No effect, because the content is the same |
If the team decides the student will write fewer sentences or answer fewer questions than peers, that changes the expectation. It is a modification, and the IEP should say how it affects grading. The reduced work guide covers this line.
Technology for written output
| Accommodation as written in the IEP | Type | Grading and testing |
|---|---|---|
| 13. Student will use a laptop with word processing for written assignments longer than 3 sentences in all classes; school provides the device. | Accommodation | No effect, except on assignments that assess handwriting |
| 14. Student may use speech-to-text to draft written responses longer than one paragraph in ELA, science and social studies. | Accommodation on content tasks | On writing tests, state rules vary; may not be allowed or may be treated differently |
| 15. Student will use word prediction software when typing assignments; AT team sets it up and the OT trains the student. | Accommodation | Check spelling assessments, where prediction may change what is measured |
| 16. Student may photograph board work with a tablet instead of copying it, in all classes. | Accommodation | No effect |
| 17. Student will receive digital versions of worksheets and tests to complete on the device when available. | Accommodation | Allowed when a digital form of the test exists |
Keyboarding usually needs instruction, not just a device. See keyboarding for students with disabilities and the keyboarding goals. For writing supports beyond the motor side, such as spelling and planning tools, see writing accommodations. The assistive technology accommodations list covers more devices.
Time and grading
| Accommodation as written in the IEP | Type | Grading and testing |
|---|---|---|
| 18. Student will receive time and a half on written tasks and tests with more than 10 written responses. | Accommodation | No effect on grading; extended time is commonly allowed on tests |
| 19. Student may take a 1-minute hand break during written tasks longer than 10 minutes, without leaving the room. | Accommodation | Breaks are allowed on many tests; check timing rules |
| 20. Handwriting neatness will not be graded except on tasks where handwriting is the stated skill; content is graded as for peers. | Accommodation | No change to what is graded for content |
Classroom tools and self-care
| Accommodation as written in the IEP | Type | Grading and testing |
|---|---|---|
| 21. Student will use spring-loaded or loop scissors for all cutting tasks; art and classroom teachers keep a pair available. | Accommodation | No effect |
| 22. Student will use a keyed lock or a lock with a pushbutton code instead of a combination lock on the locker and PE locker. | Accommodation | Not graded |
| 23. Student will use larger math manipulatives (1-inch cubes instead of centimeter cubes) during math centers. | Accommodation | No effect if the math task is the same |
| 24. Lunch items will be sent in easy-open containers; lunch staff open twist-top items until the student's goal for opening containers is met. | Accommodation | Not graded |
The scissor skills goals page lists adapted scissor types and who they help.
Pair accommodations with goals
An accommodation gives access now. A goal builds the skill so the student may need less support later. A student can have both for the same need: a keyboard for long assignments and a handwriting goal for short ones; easy-open containers now and a goal for opening them by spring. The goal vs accommodation guide explains the choice.
Check that the accommodation is used and working
Teachers apply accommodations unevenly unless someone checks. The accommodation tracking sheet shows a simple weekly check. For fine motor supports, compare a short measure with and without the support once: words per minute with a slant board versus without, or seconds to open the lunch with an easy-open container. The how to measure fine motor progress guide explains the measures. Accommodations are supports for access, and the IRIS Center has a module on choosing and evaluating them.[4]
All fine motor templates are on the fine motor goals and handwriting goals pages. See fine motor skills in the glossary. Paste any paired goal into the goal checker.
Frequently asked questions
What are examples of fine motor accommodations?
Pencil grips, slant boards, raised-line or graph paper, paper stabilizers, copies of notes, enlarged answer spaces, a laptop for long writing, speech-to-text, adapted scissors, keyed locks and easy-open containers.
Is using a keyboard instead of handwriting an accommodation or a modification?
For most assignments it is an accommodation, because the content is the same. On a task that measures handwriting itself, it becomes a modification. On state writing tests, follow the state's accommodation rules.
Can a slant board be used on state tests?
In most cases a slant board does not change what a test measures and is treated as a setting or materials support. List it in the IEP and check the state testing manual, since each state sets its own list.
Use it in IEP Atlas
- Keyboarding goals (access skills)
- Handwriting goals (motor skills)
- Fine motor goals (motor skills)
- Fine motor skills in the IEP glossary
- Accommodation in the IEP glossary
- Modification in the IEP glossary
- IEP goal checker
Related guides
- Occupational therapy IEP goals: examples for school-based OT
- Fine motor IEP goals
- IEP goals for pencil grasp
- Fine motor goals for preschoolers
- Accommodations vs modifications: 30 side-by-side examples
Sources
- 34 CFR §300.160: Participation in assessments, Legal Information Institute, Cornell Law School
- 34 CFR §300.324: Development, review, and revision of IEP, Legal Information Institute, Cornell Law School
- 34 CFR §300.105: Assistive technology, 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.