500 IEP and 504 Accommodations List (Free PDF Download)

109.5K Shares

Looking for ideas to bring to your IEP or 504 Plan meeting but not sure where to start? Here’s a big IEP and 504 accommodations list, including examples of accommodations and 504 accommodations for autism.

Parents ask me all the time for an IEP or 504 accommodations list or ideas they can bring to their meeting. So here you go: a big list of IEP and 504 accommodations, including IEP accommodations examples, 504 accommodations examples, and ideas often used for autism.

Stack of books representing learning and classroom supports for iep and 504 accommodations.
  • Save
A stack of books symbolizes the academic supports and accommodations that help students access learning through an IEP or 504 plan.

Every child is different, so parents should always research their options and understand the differences between an IEP vs a 504 plan before deciding what supports to request.

IEP Accommodations

First, a quick reminder about IEP accommodations. Accommodations help a student access their education, but accommodations do not teach skills.

For example, a child who cannot read will not learn to read simply by sitting closer to the front of the classroom or by being placed in a smaller group. Those supports may help them participate, but they still need direct instruction to learn how to read. Accommodations absolutely have their place on an IEP or 504 plan, but they are not a substitute for teaching the skill itself.

The goal should always be both:

Save The Post IEP Parent Form
📧 Save this for later? 📧
 
Instantly send this to your inbox.
  • accommodate for the missing skill
  • while teaching the skill

Not either/or. Both at the same time. Unfortunately, this is one of the most common sticking points I see with IEP teams. Schools want to accommodate without addressing the underlying skill deficit. But the student needs access and instruction.

504 Plan Accommodations List

If you want to learn more about how accommodations work in an IEP or 504 plan, you may also find these helpful:

This post is a new and updated version of the original accommodations list. The previous formatting was no longer supported, so I rebuilt and expanded the list to make it easier to use.

Note: After the PDF lists of accommodations below, I have several other skill and disability-specific lists of accommodations.

IEP Data Sheets Made for Real Classrooms.
Featured Image
After submission, you'll be redirected to our IEP Data Collection + Present Levels Toolkit. 
Just hit your back button if you don't need IEP writing tools.

Student 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.

  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. Add a Sensory Diet
Printable list of sensory accommodations for a 504 or iep
  • Save
The full list of sensory accommodations can be found at the bottom of this article.

Student Classroom Accommodations

  1. Access to a quiet area to complete work or take tests
  2. Tests or directions read aloud to the student
  3. Preferential seating (near the front, near instruction, or in a preferred visual field)
  4. Preferential seating away from distractions (windows, doors, speakers, high-traffic areas)
  5. Preferential seating to support hearing or audio access
  6. Extended time to complete assignments, tests, or reading tasks
  7. Early dismissal from class to allow extra time to get to lockers or the next class
  8. Identify and reduce distractions in the classroom environment
  9. Opportunities for practice and repetition before independent work or assessments
  10. A “cool-off pass” or break card allowing the student to leave class briefly to regulate with a designated staff member
  11. High-contrast materials and reduced visual clutter in instructional materials
  12. Structured classroom routines and predictable schedules
  13. Structured seating arrangements to support attention and engagement
  14. Access to a resource room or learning support room when needed
  15. Adapted lunch environment to reduce sensory stressors
  16. Adapted recess or structured recess activities led by an adult to support peer interaction
  17. Recess and group activities aligned with IEP goals

 Student Accommodations for Difficult Transitions

  1. Visual cues in hallways to help guide the student to the correct classroom, cafeteria, or other locations
  2. Scheduled breaks or personal time-out to regroup and prepare for transitions
  3. Advance notice of transitions between activities or classes
  4. Time warnings before transitions (for example, 5-minute and 2-minute reminders)
  5. Extra time for transitions between classes or activities
  6. A visual daily schedule posted on the board or displayed digitally for students to reference

Language-Based Accommodations

  1. Use clear, concise instructions that match the student’s ability level
  2. Break verbal instructions into smaller steps (“chunking”)
  3. Give one instruction or question at a time if the student struggles with multi-step directions
  4. Allow processing time (for example, 5–10 seconds) after giving instructions or asking a question
  5. Speak at a slower pace when giving directions
  6. Use literal, direct language and avoid sarcasm, idioms, or implied meanings
  7. Explain metaphors, idioms, or double meanings when they occur in instruction
  8. Use simple prompts and concise verbal cues
  9. Limit open-ended questions if the student has difficulty responding to them
  10. Limit the number of oral questions to what the student can reasonably manage
  11. Use “First…, then…” language to clarify expectations and sequencing
  12. Provide direct feedback to the student in an appropriate and supportive setting
  13. Allow text or material to be read aloud when needed
  14. Incorporate hands-on or activity-based learning when possible

People and Peer-Based Accommodations and Interventions

  1. Use a pre-arranged signal or cue between teacher and student to communicate reminders or redirection privately
  2. Encourage—but do not require—eye contact, as forcing eye contact may disrupt the student’s processing
  3. Implement a buddy system during unstructured times (recess, lunch, transitions)
  4. Provide peer tutoring or peer support when appropriate
  5. Use peer modeling to demonstrate appropriate play, interaction, and classroom behavior
  6. Provide structured social skills groups for practicing communication and interaction skills
  7. Create opportunities for the student to practice self-advocacy
  8. Use role-playing activities to practice social situations and problem solving
  9. Practice role-playing with both successful and challenging scenarios to troubleshoot responses
  10. Pair the student with a peer or adult before introducing new tasks or activities
  11. Encourage cooperative games and activities rather than competitive win/lose formats
  12. Provide facilitated or supported social interaction during recess, lunch, or other breaks
  13. Offer disability awareness or education sessions for peers when appropriate
  14. Use social stories or videos demonstrating social interactions, followed by discussion or explanation

Behavior Accommodations

  1. Provide frequent positive reinforcement for desired behaviors
  2. Intersperse preferred and non-preferred tasks to maintain engagement
  3. Use a task strip or visual task sequence with a preferred activity at the end
  4. Use an agenda checklist with scheduled check-ins with a preferred staff member
  5. Provide structured check-ins with a trusted adult throughout the day
  6. Implement a buddy system during unstructured times (recess, lunch, transitions)
  7. Provide peer tutoring or peer support when appropriate
  8. Use peer modeling to demonstrate appropriate play, interaction, and classroom behavior
  9. Provide structured social skills groups for practicing communication and interaction
  10. Create opportunities for the student to practice self-advocacy
  11. Use role-playing activities to practice social situations and problem-solving
  12. Role-play both successful and challenging scenarios to troubleshoot responses
  13. Pair the student with a peer or adult before introducing new tasks or activities
  14. Encourage cooperative games and activities rather than competitive win/lose formats
  15. Provide facilitated social interaction during recess, lunch, or other breaks
  16. Offer disability awareness or peer education sessions when appropriate
  17. Use social stories or videos to model social interactions and discuss expected responses
  18. Use a pre-arranged signal or cue between teacher and student for reminders or redirection
  19. Encourage (but do not force) eye contact, as forcing eye contact may interrupt processing

Testing and Assignments-Accommodations

  1. Regular parent–teacher communication (weekly, bi-weekly, or monthly phone calls, emails, or meetings) for progress monitoring
  2. Chunk homework assignments into clearly defined steps
  3. Allow the student to write down questions to help with processing and organization
  4. Break tests into smaller sections completed over time
  5. Use pre-teaching of key concepts, followed by review or re-teaching after instruction
  6. Provide alternative ways to complete assignments (typed instead of handwritten, verbal responses, recorded responses, etc.)
  7. Provide facilitated learning experiences or guided practice when needed
  8. Allow frequent breaks during testing, including opportunities for movement
  9. Provide separate or reduced-distraction testing environments (study carrel, small group room, etc.)
  10. Schedule testing during the morning or other optimal times for the student
  11. Mask or cover test items so only one question is visible at a time
  12. Allow flexible or extended deadlines for assignments, as predetermined by the team
  13. Modify assignments to focus on essential content or learning objectives
  14. Mix easier and more difficult tasks (for example, an 80/20 ratio) to maintain engagement
  15. Break large assignments into smaller parts with a visual or written schedule for completion

504 Accommodations List PDF

First up is my ultimate guide or IEP accommodations list PDF. It is an IEP modifications list, or list of accommodations and modifications PDF for disabled students.

This is the master document (shared with permission) and it’s 90 pages.

IEPAMSDownload

Sensory Accommodations PDF

Next is a 4 page PDF list of sensory accommodations for an IEP or 504 plan.

SALDownload

Lists of Accommodations

Other resources on this site.

Executive Function / ADHD accommodations

Testing / homework accommodations

Emotional and behavioral accommodations

Sensory accommodations

Medical accommodations

IEP Data Sheets Made for Real Classrooms.
Featured Image
After submission, you'll be redirected to our IEP Data Collection + Present Levels Toolkit. 
Just hit your back button if you don't need IEP writing tools.

Disability-specific accommodations

Other accommodations

  • Save