Speech and language accommodations in general education

By the IEP Atlas editorial teamLast updated November 1, 2026

Short answer

Speech and language accommodations change how a student gets information or shows what they know, not what they are expected to learn. Write each one with what it is, when it applies, how much and who provides it. For example: before each science unit, the SLP gives the teacher 5 to 8 key words, which the teacher pre-teaches with pictures 2 days ahead.

Most speech-language accommodations on IEPs are too vague to use. "Extra time," "visual supports," "check for understanding." A teacher reading those lines in September cannot tell when to do what, and an SLP cannot tell whether it happened. This page gives 20 accommodations for students with speech or language needs in general education classes, written the way they should read in the IEP.

Each one is checked: is it an accommodation or a modification, and what does it do to grades and testing? Numbers are illustrations, set them from the student's data. The speech therapy IEP goals pillar covers goals, and the broader list of IEP accommodations covers every area.

Accommodation or modification: the one test

Ask: does this change what the student is expected to learn or show? If no, it is an accommodation. If yes, it is a modification. Pre-teaching vocabulary changes how a student gets ready for the lesson; it is an accommodation. Grading a speaking standard with a written test changes what is measured; it is a modification.

The IEP must list supplementary aids and services and program modifications the student needs to take part in general education.^[1] Supplementary aids and services are supports in regular classes that let students with disabilities be educated with peers to the maximum extent appropriate.^[2] Accommodations for state and district tests must be listed separately and must be allowed under the state's guidelines.^[3] The accommodations vs modifications page explains the difference in depth.

How to write each accommodation

Every line answers four questions: what is provided, when or in which classes, how much, and who provides it.

Weak: "Visual supports." Better: "During new science and social studies lessons, the teacher displays a visual of key steps or terms (anchor chart, diagram or picture list) for the whole lesson."

Listening and understanding

#	Accommodation as written in the IEP	Acc or mod	Effect on grading and testing
1	For directions with more than 2 steps, in all core classes, the teacher gives directions in chunks of 1 to 2 steps and leaves a written or picture list on the board.	Accommodation	None
2	After whole-group directions for independent work, the teacher or para privately asks the student to say the first step, in all core classes.	Accommodation	None
3	Before each new science and social studies unit, the SLP gives the teacher 5 to 8 key words, and the teacher pre-teaches them with pictures at least 2 days before the unit starts.	Accommodation	None
4	During lessons that introduce a new concept, a graphic organizer or anchor chart showing the key terms is displayed for the full lesson.	Accommodation	None
5	When asked an oral question in class, the student gets at least 10 seconds before the teacher rephrases or moves on.	Accommodation	None

These fit students with receptive language and listening needs. The receptive language IEP goals page has goals to pair with them.

Speaking and expressing ideas

#	Accommodation as written in the IEP	Acc or mod	Effect on grading and testing
6	For written and oral responses in ELA and social studies, the student has a card of 4 to 6 sentence starters for the task type (explain, compare, opinion).	Accommodation	None, unless the task grades sentence construction itself
7	Before calling on the student in whole-group discussion, the teacher gives a private heads-up about the question at least 1 minute ahead, up to 2 times per class.	Accommodation	None
8	On content tests in science and social studies, a word bank of key terms is provided.	Accommodation on content tests; modification if the test measures recall of those words	Check the standard. If the test is a vocabulary recall test, a word bank changes what is measured
9	For retell and summary tasks, the student uses a 5-box story or topic organizer.	Accommodation	None, unless the rubric grades organization without supports
10	For graded oral presentations, the student may present to the teacher and 2 to 3 peers instead of the whole class, scored on the same rubric.	Accommodation	Same rubric and standard, so no effect

The expressive language IEP goals page pairs with these. Oral presentation goals themselves are on the oral presentation IEP goal page.

Speech sounds, fluency and voice

#	Accommodation as written in the IEP	Acc or mod	Effect on grading and testing
11	The student is not asked to read aloud in front of the class without at least 1 day's notice and a chance to practice the passage.	Accommodation	None
12	On oral reading and speaking assessments, disfluencies (repetitions, blocks) are not counted as errors, and the student has extra time to finish oral responses.	Accommodation	Fluency rate scores may need a note; accuracy and content are graded as usual
13	When the teacher does not understand a word, the student may repeat it, show it, point to it or write it, and the teacher accepts any of these.	Accommodation	None
14	For a student with a voice disorder, a personal voice amplifier is available during class discussions and presentations.	Accommodation	None

For fluency needs, the fluency goals examples page covers goals that respect the student's own priorities.

Participation and classroom talk

#	Accommodation as written in the IEP	Acc or mod	Effect on grading and testing
15	The student is seated within 6 feet of where instruction is delivered and away from noise sources such as the door and fans, in all classes.	Accommodation	None
16	For turn-and-talk and partner work, the student has an assigned partner and a written prompt card with 2 to 3 questions to ask.	Accommodation	None
17	A desk card with 3 clarification phrases ("Can you say that again?", "Which part?", "Can you show me?") is available during all lessons.	Accommodation	None

Testing

#	Accommodation as written in the IEP	Acc or mod	Effect on grading and testing
18	On classroom tests, directions are read aloud and may be restated in simpler words.	Accommodation on classroom tests	On state tests, restating directions may not be allowed; check the state manual
19	Tests with oral parts are given in a small-group setting of up to 6 students.	Accommodation	Usually allowed on state tests; confirm in the state manual
20	Speaking and listening standards are assessed through a written response instead of an oral one.	Modification	Changes the standard measured; grade and report card must reflect it under district policy

The testing accommodations IEP page covers state test rules more broadly.

Accommodations that are often modifications in disguise

"Reduced vocabulary list." Fewer words to learn changes the content. It is a modification. If the goal is to cut the load, try pre-teaching the full list with pictures first.
"Alternate assignment for oral presentations." A written report in place of a talk changes the speaking standard. Presenting to a smaller audience keeps it (number 10 above).
"Word bank on all tests." Fine on a science test that measures concepts; a modification on a vocabulary test.

Modifications are sometimes the right call. Just name them correctly so grading and reporting follow district policy.

Making sure accommodations happen

An accommodation that lives only in the IEP does nothing. Give each teacher a one-page summary with the accommodations for their class. Check in after 3 weeks. The how to implement IEP accommodations guide covers the rollout, and the accommodation tracking sheet shows how to record use. Collaboration on the classroom side is covered in SLP-teacher collaboration for carryover. Students who use AAC need their own set, covered in AAC classroom accommodations.

Goals to pair with any of these are in the speech language IEP goals library. Run each goal through the goal checker.

Frequently asked questions

What are common accommodations for a student with a language disorder?

Directions given in short chunks with a written copy, pre-taught vocabulary before new units, extra wait time for oral questions, sentence starters and graphic organizers. Write each one with when it applies, how much and who provides it.

Is a word bank an accommodation or a modification?

It depends on the test. On a science or social studies test that measures concepts, a word bank is an accommodation. On a test that measures recall of those words, it changes what is measured, so it is a modification.

Can a student skip oral presentations as an accommodation?

Replacing a talk with a written report changes the speaking standard, which makes it a modification. Presenting to a smaller audience, scored with the same rubric, keeps the standard and is an accommodation.

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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
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.