Do Your Child’s Accommodations Actually Match Their Needs?

By: Frances Shefter, Esq. (and mom)

Parent’s Guide to Reading an IEP Series:

Part 1: Present Levels
Part 2: Annual Goals
Part 3: Accommodations
Part 4: Supplementary Aids and Services
Part 5: Special Education and Related Services
Part 6: Progress Reports – Coming Soon.
Parts 7 and 8: Coming Soon.

Part 3 of the Parent’s Guide to Reading an IEP

Over the past two weeks, we’ve been building your Parent’s Guide to Reading an IEP.

In Part 1, we talked about the Present Levels and why they are the foundation of the IEP. In Part 2, we discussed how the annual goals should directly address the needs and weaknesses identified in the Present Levels.

This week, we’re looking at another section that parents often recognize but don’t always know how to evaluate—the Accommodations section.

When parents think about accommodations, they often ask:

“Does my child have enough accommodations?”

While that seems like a reasonable question, a better question to ask yourself is:

Do these accommodations actually remove the barriers my child experiences because of their disability?

That one question can completely change how you review an IEP, and helps you determine if it is actually individualized for your child.

What Is an Accommodation?

One of the biggest misconceptions I hear is that accommodations are designed to help a child learn a skill.

They’re not.

Accommodations don’t teach.

Accommodations remove barriers so a student can access instruction and demonstrate what they know while they are learning. It is important to look at what skill is being assessed.

Think about it this way.

If your child has dysgraphia and struggles to physically write, allowing speech-to-text doesn’t teach writing skills. Instead, it removes the handwriting barrier so the student can show what they know in all subjects.

If your child has ADHD and processes information more slowly, extended time doesn’t improve attention. It simply gives your child additional time to demonstrate their knowledge.

The goal of an accommodation is not to lower expectations. The goal is to provide equal access to learning and even the playing field for your child.

Accommodations Should Be Based on the Present Levels

As we’ve discussed throughout this series, everything in the IEP should connect back to the Present Levels.

If the Present Levels describe slow processing speed, I expect to see accommodations that address processing speed.

If the Present Levels explain that your child struggles to demonstrate knowledge through handwriting, I expect to see accommodations that address written output.

Every accommodation should answer one question:

What barrier is this accommodation removing?

If you can’t answer that question, ask the IEP team.

More Accommodations Doesn’t Mean a Better IEP

I’ve reviewed IEPs with ten accommodations.

I’ve reviewed IEPs with thirty.

The number isn’t what matters.

The question is whether the accommodations are individualized and truly address your child’s needs.

Sometimes I see long accommodation lists that appear to have been copied from another IEP.

Other times I see accommodations that don’t match the student’s disability at all.

An accommodation should never be included simply because “we usually give this.”

Every accommodation should have a reason and meet a need.

Common Accommodations I See

Every student is different, but some accommodations include:

Extended time

Small-group testing

Reduced-distraction testing environment

Speech-to-text

Text-to-speech

Alternate response formats

Calculator when appropriate

The important question isn’t whether these accommodations appear on the list.

The important question is whether they address your child’s barriers.

Accommodations Should Be Specific

One of the biggest problems I see is vague language. This is usually because the accommodations are a drop-down menu. However, there is an area where you can describe the accommodation in more detail.

For example:

Small-group testing.

How small?

Five students?

Ten?

Twenty?

Will distractions actually be reduced?

Or:

Speech-to-text.

For every writing assignment?

Only essays?

Only testing?

The more specific the accommodation, the easier it is for school staff to implement it consistently.

Think About Consistency

One question I often ask myself when reviewing an IEP is:

Would every teacher implement this accommodation the same way?

If the answer is no, the accommodation probably needs to be clarified.

Remember, an accommodation only works if it is consistently implemented.

Accommodations Should Be Used During Instruction—Not Just Testing

Another issue I see fairly often is accommodations that are only provided during state testing. This does not make any sense. Your child needs to practice using the accommodation.

For example, if your child needs speech-to-text during standardized testing because of a disability, chances are they also need it during classroom instruction. Taking a standardized test should not be the time to learn how to use speech-to-text.

Likewise, if your child needs extended time to demonstrate mastery on classroom assignments, that need usually doesn’t disappear simply because the assignment isn’t part of a formal assessment.

Ask the IEP team:

When will this accommodation be used?

The answer should be clear.

Red Flags I Look For

When reviewing accommodations, here are some warning signs:

The accommodations don’t connect to the Present Levels.

The list hasn’t changed in years.

The accommodations are vague.

No one can explain why a particular accommodation is included.

The accommodation isn’t available during everyday instruction.

There is room to interpret the accommodation differently.

The student has identified barriers that aren’t addressed by any accommodation.

One red flag may not mean the IEP is inappropriate, but several together should prompt additional discussion.

Questions to Ask During the IEP Meeting

If you’re unsure about an accommodation, don’t be afraid to ask:

What barrier does this accommodation remove?

Why was this accommodation selected?

When will it be used?

Will my child have access to it during instruction as well as testing?

Who is responsible for making sure it is provided?

How will I know it is being implemented consistently?

Does my child need training to use this accommodation effectively?

These questions help ensure that accommodations become meaningful supports instead of words on a page.

Data Detective 🔎

Let’s practice.

Present Levels

Emily has dysgraphia. She demonstrates strong verbal knowledge but struggles to express her ideas in writing because handwriting is slow and laborious.

Accommodations

Extended time

Small-group testing

Can you spot what’s missing?

Those accommodations may help during tests, but they don’t remove Emily’s biggest barrier—written expression.

You might ask:

“Should we also consider speech-to-text or another accommodation that allows Emily to demonstrate what she knows without handwriting getting in the way?”

Remember, accommodations should remove the barriers identified in the Present Levels.

How Shefter Law Can Help

Reviewing accommodations isn’t about counting how many appear in the IEP. It’s about making sure each one has a purpose and addresses a barrier created by your child’s disability.

At Shefter Law, we help families review draft IEPs before the meeting to determine whether the accommodations are individualized, appropriate, and connected to the Present Levels and annual goals. We can help you identify missing accommodations, prepare your questions, and develop a strategy for the meeting. If you would like additional support, we can also attend the IEP meeting with you to help advocate for an IEP that truly meets your child’s needs.

You do not have to navigate this process alone.

Book a Free Case Analysis with us here!

Final Thoughts

Accommodations are not simply a checklist at the end of the IEP.

They are tools that remove barriers so your child has equal access to learning and an opportunity to demonstrate what they know.

As you review your child’s next draft IEP, don’t ask:

“Does my child have enough accommodations?”

Instead ask:

“Does each accommodation remove a specific barrier identified in the Present Levels?”

If the answer is yes, you’re well on your way to understanding whether your child’s accommodations are truly individualized.

Coming Next Week…

In Part 4 of the Parent’s Guide to Reading an IEP, we’ll look at Supplementary Aids and Services—the classroom supports that teachers and staff provide every day—and how to tell whether they’re written clearly enough to be implemented consistently.