Essential List of 500+ Accommodations and Strategies for your IEP or 504.

Ideas, Accommodations, Modifications, and Strategies for your IEP

I need ideas….what does my child need for….what can help my child with….How many times have you asked yourself these questions? 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, many reader requests for a list of SDIs or strategies. I hope this list of printable SDIs, strategies, and accommodations for an IEP or 504 is helpful.

What is an SDI?

SDI stands for Specially Designed Instruction. It is anything specific and unique to your child. They are determined by their areas of need, to help them access their education. It is based on the evaluations done on your child, to determine their areas of need. SDIs are used to help your child achieve the goals listed in the IEP. Most SDIs should be applied across all environments, not in just one class or classroom. They are adaptations or modifications to the regular curriculum. SDIs are in place to help your child reach their IEP goals and objectives.

Updated 01/16/2019. This is a new and improved version, as I had to update, the other formatting was no longer supported.

If the list below is not enough, I have more information and it is broken down by areas of need, such as seizures, working memory, executive functioning, behavior and so on.

—>IEP Goals, Accommodations and Strategies<—

If you are looking for an IEP Goal Bank, you’re in the wrong spot! No worries, they can all be found by clicking those highlighted links.

Also read: What is the difference between IEP accommodations and modifications?

IEP accommodations and strategies for environment

a quiet area to complete the work or take a test
having someone read a test to them
“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)
preferential seating for hearing/audio
preferential seating away from distractions, windows, doors, speakers
extra time to complete the work or reading given
early dismissal from class to get to the locker and to next class
identify and limit distractions
opportunity for practice
“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
high contrast materials, limited visual clutter
adapted lunch setting to reduce sensory stressors
adapted recess with adult lead activities to increase peer interactions
recess and group activities to be designed with IEP goals in mind
keep days and activities structured
structured seating arrangements
small group instruction
access to the resource room or learning support room

SDIs and accommodations for transitions

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

Tools and Equipment-SDIs and accommodations

visual charts
visual schedules
visual cues in a locker, lunch box, on a desk
fidget spinners/fidget toys
written schedules on locker, lunch box
graphic organizers
choice cards
emotions cards
earplugs or headphones
special seating-seat pads, sit-upon balls, etc.
adaptive equipment-pens, pencils, calculators, fidgety toys, large print books, audio, etc.
use of FM headsets to either have blocked out music or FM transmission of teacher speaking, use Beatz or something else socially acceptable, blocks out outside noise
rewards charts
yoga, meditation, relaxation techniques
use of a scribe or oral testing to open-ended or essay formats
provide a study guide
provide audio recordings
provide video/audio recordings
voice recognition software
extra set of the textbooks-1 set for home, 1 for school
pencil grips, slant boards
develop a sensory diet
spelling dictionary, spell checker
provide notes, outlines or organizers with key concepts or terms highlighted
mnemonics
remind the student to wear glasses/hearing aids
allow the use of a preferred writing implement

Language-based SDIs and accommodations

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

People and Peer-based accommodations and SDIs

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

Sensory Accommodations and SDIs

give sensory breaks-have child carry down attendance sheets or just a few envelopes down to the office to allow for movement
timed bathroom breaks (every 60, 90 120 minutes)
awareness of sensory issues–smells, sounds, lighting; adjust as appropriate
scheduled sensory breaks
{Sensory Diet} What is it? Should it be on your IEP?
Make sure you see the full printable list below!

Behavior SDIs and Accommodations

frequent reinforcement for desired/positive behaviors
token board
intersperse preferred and non-preferred tasks
agenda checklist for check-ins with a preferred staff member
task strip with preferred activity at the end

Testing and Assignments-SDIs and accommodations

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

Miscellaneous, interventions for perceived cognitive and academic deficits

alarms as reminders-phone, wristwatch, etc.
AM/PM check in with a preferred staff person
use of prompt hierarchy
incorporate child’s personal interests into activities whenever possible
to do lists
journal
show example of completed projects
picture calendar or schedule
when appropriate and will not cause a distraction-guide student through real-life situations
provide with calming strategies
test format to tap “recognition memory” such as matching or multiple choice rather than fill in blank without a word bank

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