You can copy and paste the list of accommodations below into a document (or copy and paste the web address of this web page) and upload it into ChatGPT. It is a comprehensive, but not exhaustive, list of commonly used accommodations. Feel free to add your own. Doing so allows the AI tool to efficiently cross-reference these standard accommodations with individual student needs outlined in their IEPs.
Environmental/Setting Accommodations
Preferential Seating: Positioning a student strategically in the classroom to minimize distractions, enhance focus, and promote active participation (e.g., seating closer to the teacher or away from disruptive peers).
Peer Seating/Peer Tutor Seating: Seating a student next to classmates who can provide academic or behavioral support and assistance.
Explicit Step-by-Step Instructions: Clearly presenting instructions in manageable steps, ensuring students understand exactly what they are expected to do.
Examples Needed: Providing concrete examples or models to illustrate expectations and clarify task requirements.
Sentence Starters/Stems: Offering structured beginnings to sentences that help students initiate responses, discussions, or written tasks.
Shorter Tasks: Breaking assignments or activities into smaller, more manageable segments to help students complete them successfully without feeling overwhelmed.
Rubrics: Offering clear criteria for assignments to outline expectations, guide student performance, and streamline grading.
Checklists: Providing structured lists to help students track their completion of tasks, fostering organization and time management.
Graphic Organizers: Visual aids like charts, diagrams, or webs designed to help students organize information and enhance comprehension.
Modeling: Demonstrating how to perform a task, complete an assignment, or solve a problem, often provided by the teacher or peers.
Scaffolding: Providing structured support and gradually removing it as students gain proficiency, promoting independent learning.
Chunking: Breaking complex information or tasks into smaller, easily digestible segments to facilitate understanding and retention.
Reference Sheets: Providing students with easily accessible resources or guides (e.g., vocabulary lists, formula charts) to aid in task completion.
Templates/Outlines: Offering structured formats or outlines that guide students through the process of completing assignments or organizing their thoughts.
Guided Annotation/Pre-Annotation: Supplying structured prompts or guidance on how students should interact with texts, emphasizing key points and ideas during reading.
Annotation Strategies: Encouraging specific methods such as highlighting, underlining, or writing margin notes to actively engage with texts and improve comprehension.
Study Guides/Outlines: Summaries or structured outlines provided to students to highlight key information, aiding their review and study processes.
Guided Notes: Notes provided by the teacher with key concepts outlined, allowing students to fill in important details during instruction.
Copy of Class Notes: Providing students with complete sets of notes from peers or the teacher to ensure they have accurate information.
Pre-teaching/Re-teaching: Teaching concepts or vocabulary either before or after the lesson to enhance understanding and retention.
Vocabulary Lists or Instruction: Supplying students with targeted vocabulary lists or explicit vocabulary instruction to support their comprehension and expression.
Verbal 1x1 Conferencing: Individualized meetings between teacher and student to clarify misunderstandings, provide personalized feedback, or discuss progress.
Abridged Reading: Offering shortened or simplified versions of texts to ensure students can understand and engage with the material effectively.
Writing or Annotation Supports: Tools such as graphic organizers, checklists, or sentence frames that help students structure their writing or text annotations clearly and effectively.
During Class Accommodations
Positive Reinforcement: Providing praise, rewards, or recognition to encourage positive behavior and engagement.
Check-ins: Regularly monitoring student progress and emotional state with brief interactions or questions.
Refocus Prompt: Gentle reminders or cues (verbal or nonverbal) to redirect students' attention back to the task at hand.
Verbal Prompts: Oral cues or questions designed to guide student responses and behavior during activities.
Verbal Redirection: Brief verbal interventions to quickly address and correct off-task behaviors or distractions.
Read Aloud: Teacher or peer reading text aloud to assist students who struggle with independent reading comprehension.
Repeat Instructions/With Diversity: Restating directions using varied language or presentation formats to ensure understanding.
Alternative Participation (Sticky Notes): Allowing students to contribute ideas or answers using written notes rather than speaking aloud.
Alternative Participation (Small Group): Encouraging participation within smaller, less intimidating group settings.
Additional Time/Processing Time: Providing extended time for tasks to accommodate processing or pacing differences.
Repetition of Material/Text: Presenting important concepts repeatedly, using different formats to reinforce learning.
Peer Support: Facilitating peer-to-peer assistance during learning activities to foster understanding and collaboration.
Discussion/Participation Help: Offering structured supports, such as sentence starters, to encourage student involvement in discussions.
Breaks: Scheduled short pauses during tasks to allow students brief periods for physical or mental rest.
Small Group Instruction/Pull-Outs: Delivering targeted instruction in smaller group settings to address specific student needs. 1 on 1 Support: Providing individualized instruction or assistance directly to a student to address particular learning or behavioral needs.
After Class Accommodations
Reminders: Providing regular notifications or alerts about upcoming assignments, deadlines, or exams to help students stay organized and prepared.
Feedback on Work: Offering timely, constructive comments and suggestions to guide students in improving their skills and understanding of the content.
Revision Opportunities: Allowing students to revise or resubmit their work after receiving feedback, promoting mastery and deeper learning.
Opportunities to Ask Clarifying Questions: Encouraging and enabling students to seek additional explanations or clarification outside of regular class time (e.g., after school, office hours, via email) to ensure thorough comprehension.
Student Management Accommodations
Modified Exams: Adjusting the format, length, complexity, or structure of assessments to align with students' individual needs.
Allergies: Implementing necessary environmental or dietary adjustments to ensure student safety and comfort.
Voice Typing: Allowing students to use speech-to-text software for writing tasks.
Technology: Incorporating devices such as tablets, laptops, or educational apps to assist with reading, writing, organization, or learning.
Visual Supports: Using visuals like images, icons, diagrams, or charts to clarify instructions or reinforce learning concepts.
Daily Report Card: A daily summary of a student’s behavior or academic progress, shared regularly with parents or support staff.
Tactile/Manipulatives: Utilizing physical materials (e.g., blocks, counters, tactile aids) to concretely represent abstract ideas and improve comprehension.
Visual Timers: Using visual countdown timers to clearly show the passage of time and help manage transitions.
Planner – Time Management/Organizing: Teaching students to utilize planners or schedules to manage and prioritize tasks effectively.
Cues – Nonverbal Needed: Employing gestures, signals, or visual cues as silent prompts to maintain student attention or redirect behavior.
Social/Counseling Supports: Providing regular access to counselors, therapists, or social workers to address social-emotional and behavioral needs.
Math Supports: Offering specific aids (manipulatives, visual aids, formulas) targeted at assisting students with mathematical concepts.
ELA Supports: Implementing specialized strategies or resources (graphic organizers, phonics tools, sentence starters) for reading and writing tasks.
Parent Counseling and Training: Engaging and educating parents about strategies they can use at home to support their child's academic and behavioral development.
Initiation or Sustaining Tasks Help: Providing consistent prompts, cues, or assistance to help students begin or persist with challenging tasks.
Previewing Vocabulary: Introducing key vocabulary before instruction to facilitate student comprehension during lessons.
Auditory Processing Help: Offering supports such as FM systems, repetition of instructions, or slower-paced speech to enhance auditory understanding.
Videos to Explain: Supplementing classroom lessons with instructional videos to clarify concepts or provide visual reinforcement.
Heterogeneous Grouping: Mixing students with diverse skill levels within the same group to foster peer learning and collaborative support.
Homogeneous Small Groups: Grouping students by similar skill levels or learning needs for targeted instruction.
Pacing Trackers: Using checklists, timers, or structured plans to help students manage and monitor their pacing during assignments.
Kinesthetic Learner: Providing activities involving physical movement, role-play, or hands-on tasks to engage students who learn best through action.
Visual Learner: Offering diagrams, charts, color-coded notes, and other visual aids to support comprehension.
Visual Associations: Linking key concepts to specific visual symbols or images to enhance memory and understanding.
Study Skill Help: Teaching and reinforcing effective study strategies, including note-taking, summarizing, organization, and test preparation techniques.
Office Hours: Scheduled times when teachers are available outside class for additional support, clarification, and individualized attention.
Homework Center: Establishing a designated space and time where students can receive assistance with homework or projects.
Workload Management: Helping students organize, prioritize, and systematically manage academic tasks to avoid overwhelm and improve productivity.
Leadership Role: Assigning students structured responsibilities or roles within the classroom to foster accountability, self-esteem, and leadership skills.
Refer to IEP or Cheat Sheet for Specifics: Consulting individualized educational documents (IEPs, 504 plans) regularly for detailed accommodations and supports.
Stress Management: Teaching coping strategies such as mindfulness, relaxation techniques, or breathing exercises to help students handle stress or anxiety.
Consistent Routine: Maintaining predictable schedules and classroom routines to provide stability, reduce anxiety, and enhance student preparedness.
Mindfulness Center: Designating specific areas or time periods in class dedicated to mindfulness practices, meditation, or relaxation activities.
Extra Reviews of Content: Conducting additional sessions or providing supplementary resources to reinforce previously taught concepts and skills.
Audiobooks: Offering recorded versions of texts to students who benefit from auditory learning or who have difficulty reading independently.
Oral and Visual Step-by-Step Process: Presenting procedures both verbally and visually to reinforce clear understanding and task completion.
List of Strategies for Word Problems: Providing explicit, step-by-step guides or strategies specifically designed to help students approach and solve word problems effectively.
Problem Solving Checklist: Using a structured checklist to systematically guide students through solving academic or behavioral challenges.
Independent Work Opportunities: Creating structured time for students to work alone, fostering autonomy and self-directed learning skills.
Abridged Exams: Administering shorter or simplified assessments focusing on essential skills or knowledge.
Peer Editing: Allowing classmates to review and provide constructive feedback on each other's work to improve writing quality.
Tiered or Scaffolded Questioning: Asking questions that vary in complexity, allowing differentiation based on student readiness and skill levels.
Note Catchers: Structured templates used during lessons for capturing key information or main ideas effectively.
Analytical Support: Providing structured guidance in analyzing, interpreting, and breaking down complex information.
Competitive Games: Utilizing educational games or competitions to motivate and engage students, promoting interactive learning and participation.
Advanced Student & Additional Needs Accommodations
Poor Tolerance to Loud Noises: Providing noise-canceling headphones or a quiet workspace to minimize auditory distractions.
Poor Tolerance to Bright Lights: Adjusting classroom lighting or allowing students to use sunglasses or visors to reduce discomfort from bright or fluorescent lighting.
Multi-modal or Multi-sensory Teaching Needed: Delivering instruction through a combination of visual, auditory, tactile, and kinesthetic methods to support diverse learning styles.
Needs to Advocate: Teaching and encouraging students to clearly express their own learning needs, ask for accommodations, or seek clarification independently.
Needs Stamina: Gradually increasing the complexity and length of tasks to help students build academic endurance and focus.
Process Chart (see Explicit Step-by-Step): Providing visual flowcharts or step-by-step instructions to clearly outline procedures or assignment processes.
Tasks as Games: Transforming assignments into interactive, game-like activities to increase student engagement and motivation.
Extra Support Starting/Completing: Offering additional assistance, prompts, or check-ins at the beginning or end of tasks to help students successfully initiate and complete their work.
Daily Rubrics: Using short, focused rubrics daily to track student behaviors or skills consistently and clearly.
Explicit Expectations: Clearly stating behavioral, academic, and participation expectations to ensure students understand precisely what is required.
Shared Readings: Conducting whole-group or small-group read-alouds to support students' comprehension and access to the material.
Rapport Building: Employing activities designed to strengthen positive relationships between students and teachers or among peers.
Task Avoidance Protocols Needed: Implementing structured strategies to identify, address, and reduce task avoidance behaviors through goal setting, incentives, and structured breaks.
Access to a Scribe: Providing a person to transcribe a student's spoken responses, facilitating written assignments for those who struggle with writing.
Guided Support or Questions: Offering targeted questions or guidance during tasks, enabling students to progress through challenging work effectively.
Anchor Charts (Reminders of Prior Learning): Utilizing visual displays in the classroom to reinforce previously learned concepts or strategies.
Motivation Help: Incorporating personalized incentives, goals, or choices into instruction to encourage student motivation and engagement.
Emotional Management: Teaching students strategies for identifying, understanding, and regulating emotions, promoting emotional resilience and positive behaviors.
Collaboration with Related Service Providers: Coordinating closely with specialists (such as speech therapists, counselors, or occupational therapists) to ensure consistent support across different educational contexts.
Access to Sensory Tools: Providing sensory objects (stress balls, fidget tools) to assist students with self-regulation and maintaining focus.
Frequent Checks for Understanding During Lengthy Reading Passages: Pausing regularly to ask comprehension questions or summarize content during extended reading tasks.
Class Discussions: Facilitating structured dialogues or discussions to help students process, articulate, and reinforce their understanding of content.
Diagram/Infographic Explanation: Using diagrams, charts, and infographics to visually explain complex content clearly and succinctly.
Highlighters and Interactive Activities: Encouraging students to actively highlight key points and participate in hands-on tasks to enhance interaction with content.
Synonym Banks: Offering lists of alternative words to enrich student vocabulary and improve writing quality.
Paragraph Writing Strategy: Providing structured frameworks or guidelines for effective paragraph construction (topic sentence, supporting details, conclusion).
Teacher Proximity: Strategically positioning the teacher near the student to provide immediate feedback and reduce off-task behaviors.
Group Discussion: Promoting structured conversations in small or large groups to enhance understanding and verbal expression skills.
Learn Information Through Movement, Role Playing, Visual Aids, Diagrams, Audiovisuals: Incorporating a variety of learning methods—kinesthetic activities, role-play exercises, and visual and auditory aids—to engage different learning styles.
Spiraling Activities: Regularly revisiting previously covered topics or skills to reinforce learning, retention, and deeper understanding.
Brainstorming Techniques: Utilizing structured methods such as mind-mapping or collaborative idea-generation activities to assist students in preparing to write or solve problems.
High-Interest Reading Recommendations for Independent Reading: Suggesting engaging and relevant texts that align with students' personal interests, promoting motivation and practice.
Pre-Writing Activities: Providing structured activities, such as outlining, graphic organizers, or mapping, to help students organize and clarify their ideas before writing.
Calculator: Allowing students access to calculators when arithmetic skills are not the primary assessment focus.
Executive Functioning – Multistep and Chunk Tasks, Create Checklists: Teaching and reinforcing strategies for planning, prioritizing, and managing multi-step tasks effectively.
Small Group Seating (<6): Placing students in groups of fewer than six to ensure more personalized attention, interaction, and support.
Transitional Word Banks for Extended Response Questions: Providing lists of transitional phrases or words to help students clearly structure extended written responses.
Test Anxiety: Offering supports such as extended time, quiet testing spaces, or relaxation techniques to help students manage stress during assessments.
Mnemonic Devices/Training: Teaching memory-enhancing techniques like acronyms, rhymes, or visualization strategies to aid recall and retention.
Review Skills: Conducting structured review sessions or providing review materials to reinforce and solidify previously learned content.
Environmental Modifications: Adjusting classroom features (lighting, seating arrangements, noise control) to accommodate individual student needs.
Digital Texts: Providing online or electronic versions of texts to utilize accessibility features and facilitate independent learning.
Color Coding: Utilizing colors systematically to differentiate steps, subjects, or categories clearly.
Vocabulary/Word Bank: Offering reference lists of important terms or phrases to support students during written or spoken tasks.
Simplified Directions: Presenting instructions clearly, concisely, and in simpler language to ensure complete student understanding.
Phrasing/Paraphrase/Rephrase/Summarizing: Teaching students explicitly how to rephrase or summarize instructions and content, reinforcing comprehension and retention.