List of 500+ Accommodations and Strategies for your IEP or 504 (Free PDFs)

SDI Examples for IEPs

When considering SDI, it’s important to differentiate between instructional changes (SDI) and environmental or procedural supports (accommodations).

SDI for Reading

• Multi-sensory Reading Programs: Using Orton-Gillingham or Wilson Reading System to teach phonics and decoding with a multi-sensory approach.
• Modified Reading Materials: Providing text at a lower reading level while still maintaining grade-level content for comprehension.
• Direct Instruction in Fluency: Teaching specific strategies for reading fluency through repeated readings or timed drills.
• Chunking and Scaffolded Texts: Breaking text into smaller, more manageable sections and explicitly teaching comprehension strategies.
• Structured Word Study: Systematic instruction in morphology (roots, prefixes, and suffixes).

SDI for Math

• Explicit Instruction in Problem-Solving: Teaching step-by-step approaches for solving word problems with visual models or graphic organizers.
• Number Sense Development: Providing direct instruction on foundational math concepts using manipulatives and visual aids.
• Modified Math Curriculum: Breaking down multi-step math problems into discrete steps with direct teaching of each step.
• Re-teaching in Small Groups: Conducting daily or weekly small-group sessions to reteach challenging math concepts.
• Math Fact Strategies: Teaching alternative strategies for memorization, such as touch math or mnemonic devices.

SDI for Social Skills

• Direct Social Skills Instruction: Using role-playing and modeling to teach conversation skills, turn-taking, and perspective-taking.
• Video Modeling: Using pre-recorded videos to demonstrate appropriate social behaviors in various settings.
• Social Narratives: Creating personalized stories that outline social expectations and appropriate responses in specific situations.
• Peer Coaching Programs: Structured activities pairing the student with a peer for guided practice in social interactions.
• Self-Monitoring Techniques: Teaching students to use checklists or visual aids to reflect on their social interactions.

SDI for Executive Functioning

The differences between an accommodation and an SDI can be subtle. Think of it this way– you can either tell a kid to “use a graphic organizer” or you can teach them how to use a graphic organizer. You could insert almost any accommodation in for the graphic organizer.

As an advocate, I see a lot of accommodations being granted to students, but they have no idea how to implement them. And, that’s the problem.

• Task Analysis Instruction: Teaching students to break larger tasks into smaller, manageable steps with explicit guidance.
• Time Management Strategies: Using timers, calendars, and direct instruction to plan and complete assignments.
• Goal-Setting and Reflection Skills: Teaching students to set realistic goals, track progress, and reflect on their work.
• Organization Instruction: Teaching how to use color-coded folders, binders, or digital tools to organize materials and assignments.
• Memory Aids and Chunking: Direct instruction in using mnemonic devices, visual organizers, or breaking tasks into smaller parts.

Understanding SDI is essential for parents advocating for their child’s IEP. Unlike accommodations, which change how a student accesses learning, SDI modifies how instruction is delivered to meet the child’s unique needs.

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

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