Accommodations
We have compiled a list of accommodations that students may be eligible for in school. Please note that accommodations are not one-size-fits-all; the options included here reflect strategies we have found helpful based on our experience working with a diverse range of students. In many cases, accommodations should be determined on a case-by-case basis. If you are unsure what may be most appropriate, please feel free to reach out to us or consult an educational advocate in your area.
Dyslexia- Reading & Language
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Audiobooks or text-to-speech for grade-level content
Teacher or peer read-aloud for instructions and tests
Reduced reading load (shortened passages without reducing rigor)
Access to decodable and dyslexia-friendly texts
Preview of vocabulary before reading lessons
Reduced writing demands (shortened responses, sentence starters)
No penalty for spelling on content-based assignments
Use of graphic organizers for writing
Dictation to an adult or speech-to-text software
Option to demonstrate knowledge orally
Extended time on tests and assignments
Separate, quiet testing environment
Chunked assignments with clear steps​
Spelling and mechanics not graded on content-based work
Rubrics shared in advance
Focus on mastery of content, not speed or decoding
Dysgraphia and Expressive Writing
Reduced writing demands (shortened responses, sentence starters)
No penalty for spelling on content-based assignments
Option to demonstrate knowledge in different ways
Allow typing instead of handwriting for assignments, tests, and note-taking
Provide speech-to-text tools for written responses
Reduce the amount of written output without reducing content (e.g., fewer problems, shorter responses)
Allow fill-in-the-blank, multiple choice, or matching formats when assessing knowledge
Do not penalize for spelling, handwriting, or grammar unless those are the instructional targets
Provide extended time for written assignments and assessments
Allow assignments to be broken into smaller chunks with interim deadlines
Offer flexible deadlines for longer writing tasks
Provide graphic organizers, sentence frames, and paragraph templates
Model writing tasks and provide exemplars
Allow use of word banks and vocabulary lists
Pre-teach writing structures (e.g., topic sentence, evidence, conclusion)
Offer guided notes or outlines instead of requiring full note-taking
Access to word-processing software with spell-check and grammar support
Use of speech-to-text and text-to-speech tools
Allow use of predictive text, word prediction, or smart pens
Provide alternative writing tools (pencil grips, weighted pens)
Allow use of lined, graph, or raised-line paper
Reduce copying from the board; provide printed or digital copies
Avoid timed handwriting tasks
Dyscalculia
Pre-teaching new concepts before whole-class instruction
Clear verbal explanations paired with visual supports
Chunking information into smaller, manageable steps
Use of graphic organizers and math templates
Color-coding for place value, steps, and operations
Number lines, hundreds charts, and multiplication charts readily available
Anchor charts posted and accessible
Labeled examples and worked problems for reference
Calculator use (when computation is not the primary goal)
Access to math reference sheets or formula sheets
Manipulatives (base-ten blocks, counters, fraction tiles)
Graph paper to help align numbers and organize work
Digital math tools or apps to reduce cognitive load
Reduced number of problems while maintaining concept coverage
Extra time for classwork, homework, and assessments
Alternate assignments that demonstrate understanding without heavy computation
Allow verbal explanations or demonstrations instead of written work
Break long assignments into shorter segments
Simplified language in word problems
Word problems read aloud and clarified
Highlighting or underlining key information
Use of visual representations for word problems
Teaching explicit strategies for identifying relevant information
Anxiety
Access to a safe or quiet space when feeling overwhelmed
Scheduled or as-needed check-ins with a trusted adult
Permission to take short breaks without penalty
Use of a calm-down pass or signal to leave the room discreetly
Access to school counselor, psychologist, or social worker
Advance notice of schedule changes, drills, or substitute teachers
Extended time on assignments, quizzes, and tests
Reduced workload without penalizing learning goals
Breaking large assignments into smaller, manageable steps
Clear written instructions in addition to verbal directions
Flexible deadlines during periods of heightened anxiety
Testing in a separate or small-group setting
Option to take tests at a different time of day
Ability to pause or take breaks during tests
Flexible arrival or dismissal times if mornings or transitions are difficult
Support during transitions between classes
Modified expectations during re-entry after absences
Gradual exposure plan for anxiety-provoking situations
Permission to use fidgets, stress balls, or sensory tools
Access to mindfulness, breathing, or grounding strategies
Visual or written coping strategies available at desk
Use of a personal comfort item when appropriate
Reduced pressure for cold-calling or being put on the spot
Option to demonstrate understanding privately rather than publicly
ADHD- Executive Function
Preferential seating (near teacher, away from distractions)
Access to a quiet or low-distraction workspace
Chunking work into shorter, manageable segments
Frequent, brief check-ins to support sustained attention
Use of visual timers to support time awareness
Digital assignment tracker with adult monitoring
Color-coded folders and notebooks by subject
Extra set of textbooks or materials at home
Explicit instruction in how to organize backpack, desk, and digital files
Teacher support with prioritizing tasks
Extended time on tests and assignments
Flexible deadlines when executive load is high
Visual schedules and countdowns for transitions
Advance notice before task or activity changes
Clear, step-by-step written and verbal instructions
Assignment breakdown with interim deadlines
Reduced quantity of work without reducing learning goals
Written directions paired with verbal instructions
Access to notes, outlines, or anchor charts
Permission to record lessons or receive teacher notes
Use of graphic organizers for writing and problem solving
Scheduled and as-needed movement breaks
Flexible seating (standing desk, wobble stool, floor seating)
Permission to use fidgets or sensory tools
Opportunity to run errands or take brief walks
Small-group or separate testing environment
Ability to take breaks during tests
Tests broken into sections
Alternative demonstration of knowledge when appropriate (oral responses, projects)
Positive behavior supports and reinforcement
Visual reminders of expectations
Private redirection instead of public correction
Support with goal-setting and self-reflection
Access to assistive technology (speech-to-text, text-to-speech)
Use of task-management or reminder apps
Digital submission of assignments when helpful
Sensory Integration Challenges
Preferential seating to reduce visual, auditory, or tactile distractions
Access to a quiet, low-stimulation workspace
Use of natural lighting or reduced fluorescent lighting when possible
Visual barriers (study carrels, desk dividers) to reduce visual overload
Seating options (wiggle stool, therapy ball chair, cushion)
Scheduled sensory breaks built into the day
Access to a calm-down or sensory regulation space
Movement breaks between tasks or classes
Use of a sensory pass to leave the classroom as needed
Alternatives to materials that cause discomfort (tags removed, gloves for messy work)
Permission to avoid or modify activities involving uncomfortable textures
Advance notice of tactile-heavy activities (art projects, science labs)
Auditory Sensitivities:
Noise-reducing headphones or ear defenders
Preferential seating away from noise sources (doors, HVAC, pencil sharpeners)
Written instructions in addition to verbal directions
Reduced background noise during independent work and assessments
Visual Sensitivities:
Reduced visual clutter in workspace
Use of visual schedules and organizers
High-contrast or simplified worksheets
Ability to use screen filters or adjust brightness on devices
Movement & Proprioceptive Input:
Access to fidgets, hand tools, or resistance bands
Opportunities for heavy work (pushing, carrying, wall push-ups)
Alternative seating that allows movement
Permission to stand, stretch, or move while working
Additional sensory regulation accommodations:
Testing in a quiet, low-distraction setting
Extended time as needed due to regulation needs
Option to take breaks during assessments
Reduced sensory load during testing (minimal visuals, quiet room)
Support in recognizing and communicating sensory needs
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