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  • Task completion accommodations are adjustments made to a student’s learning environment to help them complete tasks more effectively.
  • Implementing task completion accommodations requires collaboration between teachers, parents, and other members of the IEP team.
  • With the right accommodations and support, students with disabilities can achieve their academic goals and develop the skills they need to succeed in life.

Work completion is a crucial executive function skill for students to learn as it plays a significant role in their academic and personal lives. For students with disabilities, however, completing tasks can be a challenge, which is where Individualized Education Programs (IEPs) come in.

For this blog post, I will be using work completion and task completion interchangeably, as many IEP teams do. In my head, I usually think of “work” as the final product, consisting of a series of tasks. But, you have to be able to complete the task to complete the work, so they can be used in place of each other.

A boy is sitting at a desk, feeling overwhelmed with work completion tasks. He reluctantly covers his face with his hands, struggling to focus on the preferred and non-preferred tasks assigned to him as per
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Task completion accommodations are adjustments made to a student’s learning environment to help them complete tasks more effectively. These accommodations can include changes in the format, timing, setting, or presentation of assignments.

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The goal of work completion accommodations is to help students with disabilities overcome the barriers that prevent them from completing tasks independently. With the right accommodations, students can develop the skills they need to succeed academically and in life.

Preferred vs Non Preferred Tasks

In the context of Individualized Education Programs (IEPs) and learning disabilities, “preferred tasks” and “non-preferred tasks” refer to activities or assignments that a student may find either enjoyable and engaging or challenging and less enjoyable.

I cannot stress this enough. Before you set an expectation of a child to complete a task, make sure that they have the skill set to do so.

Yes, they are in school and they are learning. Work completion does not have to be done to perfection.

But if you assign “writing a book report” as the task, if the child cannot read and cannot plan out a book report, you are not necessarily dealing with task avoidance issues.

I see kids with expectations all the time and they do not have the skills to do what is being asked of them.

  1. Preferred Tasks:
    • Definition: Preferred tasks are activities that a student finds interesting, motivating, or enjoyable.
    • Purpose in IEP: Including preferred tasks in the IEP helps to engage the student in the learning process and can serve as a motivational tool.
    • Examples: If a student has a preference for art, incorporating art projects into lessons can make learning more enjoyable. For another student, using technology or interactive games might be a preferred task.
  2. Non-Preferred Tasks:
    • Definition: Non-preferred tasks are activities that a student may find challenging, less interesting, or less motivating.
    • Purpose in IEP: Identifying and addressing non-preferred tasks is crucial to providing appropriate support and accommodations for the student to overcome challenges.
    • Examples: If a student struggles with reading comprehension, reading assignments may be considered non-preferred tasks. In such cases, the IEP might include strategies to break down reading tasks into smaller, more manageable parts or provide alternative ways of accessing information.
  3. Balancing Both:
    • Individualization: IEPs are tailored to the specific needs of each student, aiming to strike a balance between preferred and non-preferred tasks.
    • Flexibility: Recognizing that a well-rounded education involves exposure to various subjects and skills, the IEP team works to create an environment where the student can make progress in both preferred and non-preferred areas.
A group of people sitting at a table working on their laptops, focusing on work completion and implementing IEP accommodations.
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Work Completion Accommodations

  1. Extended Time: Students may require additional time to complete tasks, as they may struggle with managing their time effectively. Allowing for extended time can help to reduce stress and increase the likelihood of completing tasks on time. Make sure the base skill set is there first. Otherwise, all the time in the world won’t matter.
  2. Breaks and Movement: Taking regular breaks and incorporating movement can help students to stay focused and productive. This can include short breaks to stretch or move around, as well as longer breaks to engage in physical activity.
  3. Prioritization and Organization: Providing clear instructions and guidelines for tasks can help students to prioritize their work and stay organized. This can include providing checklists, visual aids, and other tools to help with organization.
  4. Flexible Schedules: Flexibility in work schedules can help students to manage their time effectively and reduce stress. This can include allowing for flexible work hours or remote work arrangements.
  5. Positive Reinforcement: Providing positive feedback and reinforcement can help individuals to stay motivated and focused on completing their work. This can include verbal praise, recognition, and rewards for completed tasks.

Types of Task Completion Accommodations

Task completion accommodations are modifications that allow students with disabilities to complete the same tasks as their peers but with some variation in time, format, setting, or presentation.

These accommodations are designed to ensure that students with disabilities have equal access to learning and an equal opportunity to show what they know and what they can do. Below are some common types of task completion accommodations.

Here are 12 more accommodation ideas for work completion for your IEP team to consider.

Presentation Accommodations

Presentation accommodations involve modifying the way information is presented to the student. This can include:

  • providing information in a different format, such as audio or video
  • modifying the font size or background color of written materials
  • breaking down complex information into smaller, more manageable chunks

Response Accommodations

Response accommodations involve modifying the way students are expected to respond to tasks or questions. For example, a student may:

  • be allowed to give oral responses instead of written ones
  • be allowed to use a computer to complete written assignments
  • modifying the type or amount of work that is expected from the student

Setting Accommodations

Setting accommodations involves modifying the environment in which the student completes tasks. This can include:

  • providing a quiet workspace or allowing the student to work in a different location, such as a resource room or library
  • providing specialized equipment, such as a standing desk or a specialized chair

Timing and Scheduling Accommodations

Timing and scheduling accommodations involve modifying the amount of time the student has to complete tasks, or the schedule on which tasks are completed. For example, a student may:

  • be given extra time to complete assignments
  • be allowed to take breaks during testing
  • modifying the due dates for assignments
  • providing a modified schedule for completing tasks

Implementing Accommodations

When implementing Task Completion IEP Accommodations, collaboration with educators is crucial to ensure that the accommodations are appropriate and effective for the student.

Teachers and other school staff should be involved in the process of selecting and implementing accommodations, as they have valuable insights into the student’s strengths and weaknesses in the classroom.

Collaboration with Educators

The IEP team should work together to identify the specific accommodations that will best support the student’s needs. This may involve trying out different accommodations and monitoring their effectiveness over time. Regular communication between the IEP team and the student’s teachers is also important to ensure that the accommodations are being implemented correctly and that any issues are addressed promptly.

To ensure that the accommodations are being implemented consistently, it may be helpful to create a document outlining the accommodations and how they should be implemented. This document can be shared with all relevant school staff, including teachers, aides, and administrators.

Role of Parents and Guardians

Parents and guardians also play an important role in implementing Task Completion IEP Accommodations. They should be informed about the accommodations that have been selected for their child and how they will be implemented in the classroom. Parents need to communicate with the IEP team and their child’s teachers to ensure that the accommodations are working effectively and to address any concerns or issues that arise.

Parents may also be able to provide valuable insights into their child’s needs and preferences, which can help the IEP team select appropriate accommodations. In addition, parents can work with their children at home to reinforce the accommodations and strategies being used in the classroom.

Effective implementation of Task Completion IEP Accommodations requires collaboration between educators, parents, and the IEP team. By working together, it is possible to identify and implement accommodations that will help the student succeed in the classroom.

Monitoring and Adjusting Accommodations

When implementing task completion accommodations for students with Individualized Education Programs (IEPs), it is important to monitor and adjust the accommodations as necessary.

This ensures that the accommodations remain effective and appropriate for the student’s needs. I find that many school districts do a lot of copying and pasting when it comes to accommodations, and many of them are useless.

Conversely, I also run into IEP teams who won’t put an accommodation on an IEP because “we do that for every student.” Sure, until the day they don’t. If you’re doing it, put it on the IEP. And if it makes no sense to have it there, take it off the IEP.

Assessment and Reporting

To monitor the effectiveness of accommodations, teachers should assess the student’s progress regularly. This can be done through informal observation, formative assessments, and IEP progress monitoring. Teachers can also gather feedback from the student and their parents or guardians to ensure that the accommodations are meeting the student’s needs.

Additionally, teachers should report the student’s progress to the IEP team and adjust the accommodations as needed. This may involve modifying existing accommodations or implementing new ones. The IEP team should work collaboratively to ensure that the accommodations are appropriate, effective, and based on the student’s individual needs.

Review and Modification

IEP teams should review and modify accommodations regularly. This may involve scheduling formal IEP meetings or holding informal check-ins to discuss the student’s progress and adjust accommodations as needed.

During these meetings, the IEP team should consider the student’s progress, feedback from teachers and parents, and any changes in the student’s needs. The team should also consider any new research or best practices related to task completion accommodations.

By regularly monitoring and adjusting accommodations, teachers and IEP teams can ensure that students with disabilities have the support they need to succeed academically and reach their full potential.

Technology-Integrated Accommodations

Technology has revolutionized the way students with disabilities learn and interact with the world around them. Assistive technologies and digital tools have been developed to help students with disabilities access and complete tasks that would have otherwise been challenging or impossible for them.

Assistive Technologies

Assistive technologies are devices or software that help students with disabilities perform tasks that they would otherwise find challenging. These technologies can help students with disabilities access information, communicate, and complete tasks. Examples of assistive technologies include text-to-speech software, speech-to-text software, screen readers, braille displays, and alternative input devices like joysticks or eye-tracking devices.

Assistive technologies can be used to fulfill two types of accommodations that may be included in a student’s IEP: presentation accommodations and response accommodations. Presentation accommodations change the way class materials are provided to students, while response accommodations change the way students complete assignments or assessments.

Digital Tools and Resources

Digital tools and resources are software or online platforms that can help students with disabilities complete tasks or access information. These tools can be used to provide students with additional support or to modify the way tasks are presented to them. Examples of digital tools and resources include online dictionaries, graphic organizers, and educational games.

Digital tools and resources can be integrated into a student’s IEP as an accommodation. For example, a student with dyslexia may require access to text-to-speech software to help them access written materials. Alternatively, a student with ADHD may benefit from using an online timer to help them stay on task during assignments.

When selecting technology-integrated accommodations, it is important to consider the student’s individual needs and abilities. The IEP team should work together to identify appropriate technologies and ensure that the student is properly trained to use them.

Strategies for Effective Task Completion

To help students with task completion, various strategies and accommodations can be put in place. Two of the most effective strategies for task completion are organizational skills and time management.

Organizational Skills

Organizational skills are crucial for task completion. Students who struggle with organization may benefit from the following accommodations:

  • Providing a checklist or to-do list for assignments
  • Breaking down assignments into smaller, manageable tasks
  • Using visual aids such as color-coding or graphic organizers to help with organization
  • Providing a designated space for materials and assignments
  • Teaching students how to prioritize tasks based on importance and urgency

By implementing these accommodations, students can better manage their assignments and stay on track with their tasks.

Time Management

Time management is another key factor in effective task completion. Students who struggle with time management may benefit from the following accommodations:

  • Providing a visual schedule or planner to help with time management
  • Teaching students how to estimate the time needed for each task
  • Encouraging students to take breaks and prioritize self-care to avoid burnout
  • Providing extra time for assignments if necessary

By implementing these accommodations, students can better manage their time and complete their tasks more efficiently.

Overall, by implementing organizational and time management accommodations, students can improve their task completion skills and achieve academic success.

Frequently Asked Questions

How can IEP accommodations support students with autism in task completion?

Students with autism may require specific accommodations to support task completion. These accommodations can include visual aids, such as checklists or picture schedules, to help them understand what tasks they need to complete and in what order. Additionally, providing a quiet workspace, minimizing distractions, and breaking down tasks into smaller steps can also be helpful.

What are practical examples of accommodations for improving work completion in high school students with IEPs?

High school students with IEPs may benefit from accommodations such as extended time for assignments, the ability to use assistive technology or alternative methods of assessment, and providing a quiet workspace. Additionally, breaking down larger assignments into smaller tasks and providing clear instructions can help students stay on track and complete work more effectively.

What accommodations could assist kindergarteners with IEPs in completing tasks effectively?

Kindergarteners with IEPs may benefit from accommodations such as visual aids, such as picture schedules or checklists, to help them understand what tasks they need to complete and in what order. Additionally, providing a quiet workspace, minimizing distractions, and breaking down tasks into smaller steps can also be helpful.

Which accommodations are commonly provided to address special conditions in a regular classroom setting for IEP students?

Common accommodations for IEP students in a regular classroom setting can include preferential seating, providing extra time for assignments or tests, and allowing for the use of assistive technology or alternative methods of assessment. Additionally, providing a quiet workspace, breaking down tasks into smaller steps, and providing clear instructions can also be helpful.

How to Improve Executive Function Skills

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Special Education Advocate

I'm an IEP/Special Education Advocate who has attended 100s of IEP meetings. I live in Chester County, PA with my husband and two boys, one is disabled. My goal is to make your IEP process easier and help you move your IEP Team to YES. When I'm not here, I'm probably in Harrisburg or DC lobbying for systems change for our kids.