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Accommodations Bank

  • Accommodations are changes to the environment that change how a student learns material. Accommodations can help students learn the same material and meet the same expectations as their classmates without changing the core content of the curriculum.

    This accommodation bank is the core of Medford's accommodations for students with IEPs. While this was designed specifically for students with IEPs, any teacher can use these accommodations as best practice for all learners.

    The accommodations are organized by lagging skill. To search for an accommodation and a corresponding training link, search by a student's lagging skill.

Ability to Attend

  • Advance Organizers

  • Attendance Intervention Plan

  • Break Tasks into Small Steps

  • Capture Student’s Attention before Giving Directions

  • Employ Proximity Control

  • Frequent Reminders of the Importance of Goals and Task Completion

  • Monitor and Adjust for Student Attention/Frustration

  • Offer Choices to Demonstrate Knowledge

  • Preferential Seating

  • Provide Options for Increasing Student Interest and Engagement

  • Provide Options for Sustaining Effort and Persistence

  • Provide Quiet Work Area

  • Provide Scheduled Attention Break

  • Reinforce On-Task Behavior

  • Seat Near Instruction

  • Small Group Setting/Instruction


  • Access to charts, math tools

  • Advance Organizer

  • Audio Books or Textbooks

  • Dictate to Scribe

  • Frequent Adult Assistance

  • Frequent Checks for Understanding

  • Letter Line on Desk

  • Materials Matched to Student's Skill Levels

  • Model Tasks and Expectations

  • Number line on desk

  • Read Assignments to Student

  • Reinforce Correct Responses Immediately

  • Repetition to Mastery

  • Shortened Assignments

  • Space to Move, Stand, Wiggle

  • Speech-to-Text

  • Spell Checker

  • Spelling Dictionary

  • Structured Learning Environment

  • Text-to-Speech

  • Time Limits for Task Completion

  • Title 1 Support

Fine Motor

Gross Motor

  • Adapted Seating


Peer Interactions

  • Assign Buddy or Partner

  • Assign Student to Work in Cooperative Group

  • Encourage Interaction with a More Self-Confident Student

  • Model and Prompt Appropriate Social Skills

  • Move Student to a New Location in the Classroom

  • Peer Tutor

  • Pre-Teach Expected Behavior

  • Provide Corrective Feedback

  • Provide Student Script for Area of Need

  • Reinforce Expected Behavior

Processing Language

Processing Speed

  • Adapt Format for Note-Taking

  • Adapt Requirements for Reading Assignments

  • Adjust Length of Homework Assignments

  • Allow Extra Time to Complete Tasks

  • Allow Student Time to Formulate Response

  • Allow Student to Take Work Home

  • Emphasize Quality of Work vs. Quantity

  • Individualize Test Taking

  • Monitor Comprehension of Text

  • Pair Auditory Information with Visual Supports

  • Reduce Volume of Writing and Copying Tasks

  • Repeat, Simplify, or Clarify Directions

  • Shorten Repetitive Tasks


  • Allow Fidget or Calming Tool

  • Allow Movement Breaks

  • Break Cards

  • Calming Space

  • Check-In/Check-Out System

  • Collaborative Problem Solving

  • Home/School Communication System

  • Provide Heavy Work Chores

  • Reward System

  • Teach and Reinforce Coping Skills Strategies

  • Teach and Reinforce Self-Regulation Strategies


  • Adapted Writing Paper

  • Allow Access to Scan and Read Software

  • Alternate Font

  • Audio Recording Device

  • Enlarged Print

  • Highlight Important Information

  • Legible Printed Material

  • Provide Copy of Presentation

  • Reduce Visual Distractions

  • Visual Aids


  • Behavior Intervention Plan

  • Expose Student to Changes in Schedule and/or Routines

  • Safety Plan

  • Video Modeling