500 Accommodations for a 504 Plan | Sensory | IEP | PDF List

504 Plan Accommodations List

You want ideas to submit to the IEP team, but you just don’t know where to start. Well, here you go! You asked for it, you got it! I’ve received many reader requests for a list of SDIs or strategies. I hope this list of SDIs, strategies, and accommodations for an IEP or 504 is helpful.

A friendly reminder that accommodations only accommodate, or allow the child the access their education. Accommodations do not teach! A child who cannot read, will not learn to read simply by sitting closer to the front of the class or in a setting with fewer classmates. They need to be taught to read.

Accommodate for the lack of the skill set while you are teaching the skill set. Both. At the same time. Not either/or, but this seems to be one of the most common sticking points I run into with IEP teams. Accommodate and teach.

I have two other posts related to this content:

• What is the difference between accommodations and modifications?
• SDI-Specially Designed Instruction

This is a new and improved version, as I had to update, the other formatting was no longer supported.

Sensory Accommodations

I have a 4-page list at the bottom of this post, of just sensory accommodations for an IEP. This is just a screenshot of one page, just to give you an idea.

Classroom Accommodations

1. a quiet area to complete the work or take a test
2. having someone read a test to them
3. “preferential seating,” means sitting near the front, or away from distraction or in their area of preference (if they prefer a left or right visual field)
4. preferential seating for hearing/audio
5. preferential seating away from distractions, windows, doors, speakers
6. extra time to complete the work or reading given
7. early dismissal from class to get to the locker and to next class
8. identify and limit distractions
9. opportunity for practice
10. “hot pass” or “cool off card” which is a card the student gets and they can leave class, flash the hot pass to the teacher, and go to the office, guidance counselor, nurse (designated ahead of time) to cool off, if they feel a negative behavior coming on
11. high contrast materials, limited visual clutter
12. adapted lunch setting to reduce sensory stressors
13. adapted recess with adult lead activities to increase peer interactions
14. recess and group activities to be designed with IEP goals in mind
15. keep days and activities structured
16. structured seating arrangements
17. small group instruction with appropriate intervention
18. access to the resource room or learning support room

 Accommodations for Difficult Transitions

1. visual cues in hallways to guide the child to the next classroom or cafeteria
2. personal timeouts to regroup and prepare for the transition
3. time warnings and increased transition time
4. advance notice of transitions
5. schedule on the blackboard (or whiteboard/smartboard, I know, I’m old using the word blackboard)

Language-Based Accommodations

1. minimal use of open-ended statements or questions
2. do not use sarcasm or inferences when communicating with the student
3. allow 5 or 10 seconds (whatever child needs) processing time when a request is made
4. chunk down verbal instructions
5. use only 1 question or instruction task at a time if the child cannot do 2-3 part questions
6. speak slower
7. use literal language
8. Use of first____, then_______.
9. having someone read the material to them
10. concise, direct prompts
11. clear, concise instructions that are at child’s ability
12. activity based learning
13. explain metaphors and double meanings
14. limit oral questions to the number that the child can manage
15. provide direct feedback in appropriate settings

People and Peer-Based Accommodations and Interventions

1. special sign or signal between teacher and student to notify the student of something
2. encourage but do not force eye contact; forcing eye contact may break the train of thought
3. buddy system for unstructured times
4. peer to peer tutoring as appropriate
5. structured social skills groups
6. set up opportunities for the child to self-advocate
7. peer modeling-appropriate play, interaction
8. role play
9. social stories
10. pair with the student prior to learning a new task
11. cooperative games rather than win/lose
12. facilitated socialization at recess, lunch, breaks
13. education sessions for peers to help them understand disability
14. watch videos of social stories/interactions and ask to explain
15. role playing-both with successful and undesired outcomes (ie-troubleshooting)

IEP Sensory Accommodations

1. give sensory breaks-have child carry down attendance sheets or just a few envelopes down to the office to allow for movement
2. timed bathroom breaks (every 60, 90 120 minutes)
3. awareness of sensory issues–smells, sounds, lighting; adjust as appropriate
4. scheduled sensory breaks
5. {Sensory Diet} What is it? Should it be on your IEP?

Behavior Accommodations

1. frequent reinforcement for desired/positive behaviors
2. intersperse preferred and non-preferred tasks
3. agenda checklist for check-ins with a preferred staff member
4. task strip with preferred activity at the end

Testing and Assignments-Accommodations

1. monthly, weekly or bi-weekly phone or in person conferences with parents (progress monitoring)
2. homework assignments chunked down by the teacher to define each task
3. have the child write down verbal questions to aid in processing
4. breaking down tests into segments
5. pre-teaching information, then post-teaching afterward
6. alternatives for completing assignments (typed instead of written, or verbal)
7. provide facilitated experiences
8. frequent test breaks with opportunities to move
9. testing in a study carrel
10. testing in the morning only
11. masking test items so only single questions are visible
12. permission to hand in all assignments late, as pre-determined
13. modify assignments to only include essential content
14. intersperse easy and difficult demands on an 80/20 basis (and work to increase)
15. longer assignments are broken down and scheduled out in pictures or words

IEP Interventions for Cognitive and Academic Deficits

1. AM/PM check in with a preferred staff person
2. Use of prompt hierarchy
3. incorporate child’s personal interests into activities whenever possible
4. to do list
5. journal
6. show example of completed projects
7. picture calendar or schedule
8. when appropriate and will not cause a distraction-guide student through real-life situations
9. provide with calming strategies
10. test format to tap “recognition memory” such as matching or multiple choice rather than fill in blank without a word bank

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IEP-Accommodations-and-Strategies-printable

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Accommodations-for-Cognitive-and-Academic-Deficits

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sensory-accommodations-list

And that should add up to around 500! Woot!

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This post was originally published in 2012 but has been updated numerous times.