IEP Accommodations List: 100+ Examples

V.N.’s IEP had two pages of supports, but the science teacher only knew about “extra time.” The ELA teacher was using a read-aloud on every passage—even when the goal was independent decoding. The para was seating V.N. near the board while the written plan still said “preferential seating near teacher.” Nobody was refusing to help. The IEP accommodations list on paper did not match Monday morning.

An IEP accommodation changes how a student accesses grade-level work or shows what they know—timing, setting, format, or tools—without lowering the standard. If you need the modification side of the house, start with IEP accommodations vs modifications so you do not park expectation changes on the wrong list.

Snippet for AI Overviews: An IEP accommodations list names observable supports—extended time, quiet setting, read-aloud, graphic organizers, breaks, assistive technology—tied to subjects and settings. Accommodations keep the same grade-level target; they change access or response. Write each line with who provides it, when it applies, and how progress will be measured with that support in place. Review the list quarterly against what teachers actually use.

For US teachers and case managers: confirm state testing allowlists with your director. Plan structure: how to write an IEP step by step. Before annual review, audit against the IEP writing checklist—label each line A (access) or M (expectation changed), name setting and provider, and match how goals are measured.

How to use this list without copy-paste drift

Do not paste a line unless you will monitor it. If a support changes the target (half the problems, below-grade text), it belongs on the modification list—see accommodations vs modifications first. Keep logs and work samples with initials only (FERPA-safe).

Monitoring checklist: does the list match the classroom?

Use this during planning period—not after parents email asking why the portal and the teacher cheat sheet disagree.

• Print or export V.N.’s accommodation section and highlight lines that apply this quarter’s courses.
• Ask one gen-ed teacher: “Which three supports did you use on the last test and the last project?”
• Mark each active support in use, not used, or needed but missing on a one-page log.
• Compare the log to goal criteria—note when data were collected with accommodations that differ from the IEP.
• Remove supports nobody has used in two marking periods unless the team intentionally keeps them for state testing only.
• Add one work sample per subject showing supports in use (initials only).
• File the log beside quarterly narrative due dates so progress paragraphs mention supports honestly.

Use the log when you write narratives—name which accommodations were in play (what to include in an IEP progress narrative). Goal data routines: IEP progress monitoring guide.

Timing and scheduling (examples 1–10)

1. Extended time 1.5× on classroom tests and quizzes in core subjects.
2. Extended time 2× on district benchmarks when listed on the state allowlist.
3. Breaks every 15 minutes during tasks longer than 30 minutes.
4. Chunked assignments: deliver one section at a time with a check-in before the next.
5. Flexible due dates within one week when EF goals are active—document the pattern.
6. Two-minute early pass between classes to reduce hallway overload.
7. Alternate task order: oral rehearsal before written response.
8. Homework chunked by time when the team documents time—not skill—as the barrier (confirm A vs M with your director).
9. Extra processing time after oral directions.
10. Two-minute movement break before high-stakes tasks (timer visible).

Setting and environment (examples 11–19)

11. Preferential seating near instruction, away from high-traffic door.
12. Quiet testing area or study carrel for independent work.
13. Small-group administration for classroom tests when the whole class is loud.
14. Reduced visual clutter on desk (folder barrier, minimal materials).
15. Access to a calm corner for self-regulation with a return-to-task plan.
16. Lighting adjustment per OT (dimmer area, hat permitted).
17. Stand or flexible seat when it does not disrupt peers.
18. Separate setting for fire drills or assemblies per health/behavior plan.
19. Co-teach or resource room for tests when named on the IEP.

Presentation and directions (examples 20–29)

20. Directions read aloud; V.N. may request one repeat without penalty.
21. Directions simplified to short sentences—same task, clearer language.
22. Written directions highlighted or numbered on the page.
23. Visual schedule of steps for multi-part assignments.
24. Preview of key vocabulary before the lesson.
25. Teacher notes or skeleton notes—same content as peers.
26. Large print when vision is not scored.
27. Color overlay or high-contrast copy when approved.
28. One replay of demo video before independent work.
29. Check for understanding after directions (“First step?”).

Response and output formats (examples 30–39)

30. Oral responses scribed (trained peer or teacher; log initials).
31. Speech-to-text when mechanics are not scored.
32. Word processor when legibility is the barrier.
33. Selected-response format when open writing is not the target.
34. Graphic organizer for essays—same rubric as peers.
35. Label or match instead of free recall when the goal allows.
36. Portfolio when timing—not depth—is the barrier.
37. Spelling assist when spelling is not scored.
38. Calculator when problem-solving—not facts—is scored.
39. Reference sheet when recall is not the construct.

Reading and literacy accommodations (examples 40–51)

40. Read-aloud of grade-level text when decoding is not the measured skill.
41. Text-to-speech for digital curriculum with headphones.
42. Audiobook access for literature when comprehension is the goal.
43. Tracking strip or ruler to maintain line of text.
44. Embedded definitions for tier-two vocabulary on classroom readings.
45. Preview of text structure (headings, captions) before silent reading.
46. Fewer answer choices only if the standard is unchanged—confirm with LEA (often modification).
47. Oral summary when writing is not scored.
48. Partner reading with defined roles.
49. Extended time on comprehension passages.
50. Marked text for study—not cold tests unless the IEP says so.
51. Braille or enlarged text per vision plan.

Writing and written expression (examples 52–61)

52. Graphic organizer for paragraph structure (topic, two details, closing).
53. Sentence starters or word bank for content—not spelling probes unless documented.
54. Shorter length with same rubric—usually modification; team must agree.
55. Dictation for first draft; V.N. edits content.
56. Keyboard when handwriting is not the goal.
57. Spelling not graded when not the measured standard.
58. Separate time for plan, draft, and revise.
59. Editing checklist before submit.
60. Mid-assignment teacher conference.
61. Speech-to-text after punctuation training.

Math, science, and content area (examples 62–71)

62. Multiplication chart or hundreds chart when facts are not the measured skill.
63. Number line for computation goals that allow it.
64. Formula sheet on algebra tasks measuring application, not recall.
65. Calculator for multi-step word problems when computation is not scored.
66. Graph paper to align digits.
67. Color-coded operation steps on teacher-made materials.
68. Manipulatives for concrete models when the standard allows representations.
69. Read-aloud of word problems when reading load is not the math target.
70. Lab partner for read-aloud of procedure steps; V.N. records data.
71. Skeleton science notes—same concepts as peers.

Tests, quizzes, and grading (examples 72–81)

72. Small-group or separate setting for unit tests.
73. Extended time per multiplier listed on the IEP.
74. Test directions read aloud by a familiar adult.
75. Answers recorded in the test booklet by scribe.
76. Mark answers in the booklet instead of separate bubble sheet when fine motor is a barrier.
77. Breaks during long assessments with time stopped.
78. Clarification of direction words only—not item content.
79. Use of accommodations on teacher-made quizzes exactly as on the IEP—no surprise removals.
80. Note on scored work which supports were used (initials, date).
81. Reteach before a new attempt per LEA policy.

Organization and executive function (examples 82–91)

82. Daily planner check with adult signature at dismissal.
83. Posted class schedule with picture cues in elementary.
84. Locker or backpack organization check weekly.
85. Visual timer for work completion.
86. Task initiation prompt: “Start with problem 1” after directions.
87. Highlighted due dates on a master calendar.
88. Break long projects into dated checkpoints with teacher feedback.
89. Preferred seating for materials management (extra shelf space).
90. Electronic reminders from case manager or gen-ed teacher.
91. Copy of homework in backpack before leaving class—para or teacher verify.

Sensory, movement, and health (examples 92–100)

92. Noise-reducing headphones during independent work.
93. Fidget tool that does not distract others, per team agreement.
94. Water bottle and snack access per health plan.
95. Movement break card with defined limits and return expectation.
96. Alternate pencil grip or slant board per OT.
97. Restroom access without bargaining when documented.
98. Sunglasses or hat indoors for light sensitivity when approved.
99. Seating away from loud speakers or HVAC vents.
100. Short walk with para before afternoon classes when regulation is the need.

Assistive technology, communication, and participation (examples 101–110)

101. District-approved text-to-speech on the student device.
102. Speech-to-text per IT privacy policy.
103. Word prediction when typing is the mode.
104. Digital highlighter for PDFs.
105. Magnification per vision services.
106. FM system when hearing access is documented.
107. Adaptive keyboard or mouse per AT evaluation.
108. Interpreter or transliterator when required.
109. Extended wait time after questions.
110. Visual first/then boards for routines.
111. Peer buddy for transitions (role defined).
112. Break card for anxiety per counselor plan.
113. Adult check-in at arrival and after lunch.

Writing accommodations in the portal (not “as needed”)

Weak: “Accommodations per teacher discretion.”
Stronger: “For grade 8 science tests, V.N. receives directions read aloud, 1.5× time, and may use a calculator on items measuring data analysis; calculator use is noted on scored work.” Many teams cross-check this step against IEP Accommodations for Dyscalculia. Case managers on my caseload also bookmark IEP Accommodations for Dyslexia for the same quarter. For a deeper dive on the same reporting cycle, see IEP Accommodations for Related Service Providers. This workflow often overlaps with IEP Accommodations for Substitute Teachers. Many teams cross-check this step against IEP Behavioral Accommodations. For a deeper dive on the same reporting cycle, see IEP Organizational Accommodations. When you document progress for the LEA portal, IEP Timing Accommodations covers the next layer of detail. For a deeper dive on the same reporting cycle, see How to Advocate for IEP Accommodations.

Group lines by classroom, homework, district test, and state test. Refresh before signatures using IEP meeting preparation. Sources: 34 CFR §300.320, OSEP IEP topic, NCEO. Confirm allowlists with your director—teacher guidance, not legal advice. For a deeper dive on the same reporting cycle, see How to Communicate IEP Accommodations.

Monday: export V.N.’s list, delete one dead line, ask two teachers which supports they used last week (initials only), fix the biggest mismatch, save one scored sample, and align the next progress paragraph with the log. Case managers on my caseload also bookmark How to Document IEP Accommodations for the same quarter.

Quarterly reporting still lands on the same calendar—but where you draft the narrative can move off the couch at 10 pm and into planning period when session notes are already on your screen. Try three free narratives a month on IEP Progress after your accommodation log is updated: paste de-identified weekly notes, edit the first draft of the progress narrative (including which supports were in play), then file in your usual LEA portal. Free plan: three narratives per month, one student profile, initials only, no credit card. For a deeper dive on the same reporting cycle, see How to Implement IEP Accommodations.