Types of Accommodations to Include in an IEP or 504 Plan

Students with learning disabilities (LD) — such as dyslexia, dysgraphia, or dyscalculia — often need accommodations in order to complete the same assignments as other students. Accommodations do not alter the content of assignments, give students an unfair advantage, or change what a test measures. They do make it possible for students with LD to show what they know without being impeded by their disability.

Once your child has been formally identified with a learning disability, you may request accommodations for your child's specific needs. If your child is eligible for an Individualized Education Program (IEP), the IEP team — which includes the parents — must decide which accommodations are appropriate and include them in the student's IEP. If your child is not eligible for special education services under IDEA, he or she may still be eligible for accommodations under a 504 Plan.

Possible Accommodations to Consider:

Presentation Provide on audio tape Provide in large print Reduce number of items per page or line Provide a designated reader Present instructions orally	Response Allow for verbal responses Allow for answers to be dictated to a scribe Allow the use of a tape recorder to capture responses Permit responses to be given via computer Permit answers to be recorded directly into test booklet
Setting Provide preferential seating Provide special lighting or acoustics Provide a space with minimal distractions Administer a test in small group setting Administer a test in private room or alternative test site	Timing Allow frequent breaks Extend allotted time for a test
Test Scheduling Administer a test in several timed sessions or over several days Allow subtests to be taken in a different order Administer a test at a specific time of day	Other Provide special test preparation Provide on-task/focusing prompts Provide any reasonable accommodation that a student needs that does not fit under the existing categories

Selecting and monitoring the effectiveness of accommodations should be an ongoing process, and changes (with the involvement of students, parents, and educators) should be made as often as needed. The key is to be sure that chosen accommodations address students' specific areas of need and facilitate the demonstration of skill and knowledge.