IEP Accommodations & Modifications Matrix PDF Free Download
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Accommodaons & Modicaons Matrix from Spedhelper.org
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About
The IEP Accommodations & Modifications Matrix contains over 60 classroom and state testing accommodations along with
explanations of each and sentence templates to use in justifying and explaining each accommodation or modification in a student’s
IEP!
The matrix includes assessment accommodations and modifications ready for you to add to the Participation in Assessments
section of your students’ IEPs! All accommodations and modifications marked “assessment” under type are okay to add to the Participation in
Assessments section. If you need a justification, use the template language in the matrix! Just remember that any accommodation you give on state
testing you HAVE to give on all classroom tests too so be thoughtful about which accommodations to add!
The matrix also includes a variety of classroom instruction accommodations and modifications ready to add to the Services and Supplemental Aids
section of your students’ IEPs. Many of these are also assessment accommodations and it is okay to list accommodations multiple times in an IEP.
What is most important is that you, in at least one place, specify exactly what you mean by the accommodation! Preferential seating, for example,
might mean the back of the class, the front, the end of a row, next to a friend, or away from friends. A successful IEP starts with specificity so use
the template language as your guide and spell out what you mean by each accommodation!
Note that the guide includes both accommodations and modifications. Modifications change the nature of the task—think having a leveled reading
test read to you—while accommodations change how you access the task—think a pencil grip. For assessments, accommodations do not change
how the assessment is scored while modifications, in many states, do—so be judicious in which you choose!
Finally, the accommodations and modifications here are broken into four categories—ones that change how material is presented, ones that change
how students respond to materials, ones that change the timing or scheduling of activities and tests, and ones that change the setting of tests or
activities.
To make the document easier to navigate, the table of contents below has hyperlinks to each individual accommodation or modification.
Have more questions? Reach out to mailto:admin@spedhelper.org.
All materials in this matrix are for your use only and are licensed under a Creative Commons Attribution-Noncommercial-No Derivatives 4.0
International License
Need more IEP resources? Visit Spedhelper and check out our IEP Success Kits!
Accommodaons & Modicaons Matrix from Spedhelper.org
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Table of Contents
Contents
Accommodations and Modifications in Timing and Scheduling ............................................................................................................................ 6
Extended time .................................................................................................................................................................................................................................... 6
Flexibility in scheduling or change schedule or order of activities ............................................................................................................................................. 6
Test administered over several days ............................................................................................................................................................................................. 6
Support................................................................................................................................................................................................................................................ 7
Breaks, frequent or multiple ............................................................................................................................................................................................................. 7
Individual bathroom breaks .............................................................................................................................................................................................................. 7
In-chair stretch break ........................................................................................................................................................................................................................ 7
Support................................................................................................................................................................................................................................................ 8
Visual schedule .................................................................................................................................................................................................................................. 8
Assignment planner or established timelines for assignments .................................................................................................................................................. 8
Visual timers ....................................................................................................................................................................................................................................... 8
Support................................................................................................................................................................................................................................................ 9
Pair oral and written directions ........................................................................................................................................................................................................ 9
Advance warnings of transitions ..................................................................................................................................................................................................... 9
Accommodations and Modifications in Setting .................................................................................................................................................... 10
Specialized equipment, furniture, or lighting ............................................................................................................................................................................... 10
Noise buffer or headphones .......................................................................................................................................................................................................... 10
Support.............................................................................................................................................................................................................................................. 11
Location with minimal distractions ................................................................................................................................................................................................ 11
Individual, small group testing, or separate setting .................................................................................................................................................................... 11
Preferential seating ......................................................................................................................................................................................................................... 11
Support.............................................................................................................................................................................................................................................. 12
Reduce distractions for a student ................................................................................................................................................................................................. 12
Reduce distractions to other students .......................................................................................................................................................................................... 12
Accommodations and Modifications in Response................................................................................................................................................ 13
Answers recorded in test book ...................................................................................................................................................................................................... 13
Word prediction program, non-ELA .............................................................................................................................................................................................. 13
Support.............................................................................................................................................................................................................................................. 14
Word prediction program, ELA ...................................................................................................................................................................................................... 14
Accommodaons & Modicaons Matrix from Spedhelper.org
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Human scribe, non-ELA ................................................................................................................................................................................................................. 14
Human scribe, ELA ......................................................................................................................................................................................................................... 14
Support.............................................................................................................................................................................................................................................. 15
Braille writer or note-taker .............................................................................................................................................................................................................. 15
Word processor, grammar and spell check turned off ............................................................................................................................................................... 15
Support.............................................................................................................................................................................................................................................. 16
Word processor, non-ELA .............................................................................................................................................................................................................. 16
Word processor, ELA ...................................................................................................................................................................................................................... 16
Voice-to-text program, non-ELA ................................................................................................................................................................................................... 16
Support.............................................................................................................................................................................................................................................. 18
Voice-to-text program, ELA .......................................................................................................................................................................................................... 18
Recording device ............................................................................................................................................................................................................................. 18
Monitor test response ..................................................................................................................................................................................................................... 18
Support.............................................................................................................................................................................................................................................. 19
Graphic organizers .......................................................................................................................................................................................................................... 19
Writing tools or implements ........................................................................................................................................................................................................... 19
Alternate response options ............................................................................................................................................................................................................ 19
Support.............................................................................................................................................................................................................................................. 20
Calculator or calculation device on assignments or activities not focused on numerical operations ................................................................................. 20
Calculator or calculation device on assignments or activities on all assignments and assessments ................................................................................ 20
Non-standard calculation device ................................................................................................................................................................................................... 21
Support.............................................................................................................................................................................................................................................. 21
100s chart ......................................................................................................................................................................................................................................... 21
Concreate objects or manipulatives ............................................................................................................................................................................................. 21
Graph paper for mathematics ........................................................................................................................................................................................................ 22
Dictionary or vocabulary list ........................................................................................................................................................................................................... 22
Support.............................................................................................................................................................................................................................................. 22
Math tables or formulas .................................................................................................................................................................................................................. 23
Abacus .............................................................................................................................................................................................................................................. 23
Accommodations and Modifications in Presentation ........................................................................................................................................... 24
Audio amplification .......................................................................................................................................................................................................................... 24
Magnification .................................................................................................................................................................................................................................... 24
Large print materials or print enlargement .................................................................................................................................................................................. 24
Accommodaons & Modicaons Matrix from Spedhelper.org
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Support.............................................................................................................................................................................................................................................. 26
Color contrast or color overlay ...................................................................................................................................................................................................... 26
Braille materials, screen reader, tactile graphics........................................................................................................................................................................ 26
ASL presentation ............................................................................................................................................................................................................................. 26
Support.............................................................................................................................................................................................................................................. 27
Close captioning or descriptive video ........................................................................................................................................................................................... 27
Paper based materials or print on demand ................................................................................................................................................................................. 27
Clarification, repetition, or simplification of directions ............................................................................................................................................................... 27
Student reads assessment to themselves ................................................................................................................................................................................... 27
Support.............................................................................................................................................................................................................................................. 28
Masking tools or visual organizers ............................................................................................................................................................................................... 28
Markup tools or highlighter ............................................................................................................................................................................................................ 28
Support.............................................................................................................................................................................................................................................. 29
Redirect student to tester on-task focusing prompts ................................................................................................................................................................. 29
Read aloud, text-to-speech, and screen reading, non-ELA .................................................................................................................................................... 29
Read aloud, text-to-speech, and screen reading, ELA.............................................................................................................................................................. 30
Support.............................................................................................................................................................................................................................................. 30
Mouse pointer .................................................................................................................................................................................................................................. 30
Streamlined mode ........................................................................................................................................................................................................................... 30
Audio materials ................................................................................................................................................................................................................................ 31
Support.............................................................................................................................................................................................................................................. 32
Notes and outlines .......................................................................................................................................................................................................................... 32
Accommodaons & Modicaons Matrix from Spedhelper.org
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Accommodaons and Modicaons in Timing and Scheduling
Timing and Scheduling
Support
About
Details
When, Why, & How?
IEP Write Up
Extended
time
Some students
benefit from longer
time frames for
assessments or
tests. Specify what
they need-
although for state
tests there is
normally a fixed
amount of extra
time given.
Accommodation
for classroom
instruction and
assessments,
Cannot be
embedded in
state tests
Why? This is helpful for students with slower
processing speeds, students who have test
anxiety, and students with attentional challenges
as it means they can have the time they need to
show their strengths
When? Classroom instruction, activities, and
assessments
How? If a student has this on their IEP, you need
to provide a quiet spot for them to work on tests
after their peers are done!
Due to [socioemotional needs,
attentional needs, processing
needs], ____ benefits from
extended time on activities and
assessments including [unlimited,
double, time and a half] on timed
classroom assessments and [an
extra day, up to an extra week,
other] to complete classroom
assignments.
Flexibility in
scheduling or
change
schedule or
order of
activities
When is it best for
your student to
take a test? If the
answer is anything
but, "any time,"
this is a helpful
accommodation.
Accommodation
for
assessments,
Cannot be
embedded in
state tests
Why? Some students start the day really strong
but then fade during the day. If so, test them in
the morning! Some students don't wake up fully
until after lunch, so test them then! Some
students have variable blood sugar levels and so
you don't want to test them after a meal.
Basically, if there is a time where students are
likely to do better on a test, add this in and
specify when!
When? Assessments
How? Figure out when a student is at their
strongest and write that into the IEP!
Due to [medical, attentional,
socioemotional] needs, ____
benefits from flexibility in
scheduling, including being able
to take state assessments at
times of day when he/she is
strongest such as [the morning,
in the afternoon, etc.]
Test
administered
over several
days
If a student does
best testing in
small chunks,
write this into the
IEP so you can
break up a test
into smaller
sections.
Accommodation
for
assessments,
Cannot be
embedded in
state tests
Why? Some students get overwhelmed or
fatigued with long testing sessions. If so, they
might benefit from being tested individually or in
a small group and having the chunks broken up!
When? Assessments
How? This mostly applies to state testing. A
student typically needs to be tested individually
or in a small group for this and it just allows you
to end the testing session when the student
fatigues.
Due to [attentional, learning,
socioemotional] needs, ____
benefits from having longer test
broken into multiple days as
needed by the student.
Accommodaons & Modicaons Matrix from Spedhelper.org
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Timing and Scheduling
Support
About
Details
When, Why, & How?
IEP Write Up
Breaks,
frequent or
multiple
Sometimes this is
listed as a
medical break on
a state
assessment, but
this
accommodation
allows students to
take breaks as
needed during
testing.
Accommodation
for classroom
instruction and
assessments,
Cannot be
embedded in
state tests
Why? Sometimes students get tired,
stressed, or overwhelmed during classroom
activities or testing. If that happens, you
want to be able to give them a few minutes
off, whether it is to run a lap, go to a cool
down area, visit a preferred adult, or run an
errand so that they can come back ready to
work!
When? Classroom instruction, activities, and
assessments
How? To ensure that this works for your
student and that their teachers all
understand, you want to map out how and
when a student would do this. If a child has
a BSP or BIP, this is often spelled out there.
Due to [attentional, focusing,
socioemotional, medical, sensory]
needs, ___ benefits from access to
breaks during classroom activities and
assessments, such as [being able to
use the bathroom whenever needed,
being able to get a pass to run a lap,
being able to run an errand for the
teacher, being able to access the cool
down area for up to five minutes,
being able to take up to a X minute
break in the resource room, being
able to walk up and down the hallway
for X minutes, being able to put their
head down at their desk or otherwise
engage in a classroom appropriate,
non-work activity for X minutes]
Individual
bathroom
breaks
This is for testing.
Often times, you
need to write in
an IEP that a
child can go to
the bathroom on
their own during
testing.
Accommodation
for
assessments,
Cannot be
embedded in
state tests
Why? This is often due to medical needs as
breaks (above) includes the same basic
idea.
When? Assessments
How? Typically, you set a procedure with
the testing coordinator to ensure the student
doesn't get into trouble or otherwise
experience challenges when they try to use
this accommodation
____ benefits from access to
individual bathrooms breaks as
needed during classroom activities
and all assessments.
In-chair
stretch break
This is for testing
too-- and often is
just a standard
practice at a
school that
doesn't need to
be written into an
IEP. It says a kid
can stretch in
Accommodation
for
assessments,,
Cannot be
embedded in
state tests
Why? Students need to move!
When? Assessments
How? This is a pretty rare accommodation,
but if you are worried about time for
stretches and movement and do not want a
student to get breaks during testing, this can
be an okay compromise accommodation.
___ benefits from being able to
stretch in their seat during testing and
classroom activities without time
stopping or other penalties.
Accommodaons & Modicaons Matrix from Spedhelper.org
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their seat without
testing stopping.
Timing and Scheduling
Support
About
Details
When, Why, & How?
IEP Write Up
Visual
schedule
Some students
benefit from a
detailed
schedule of their
day, either with
pictures or text
Accommodation
for classroom
instruction only,
Cannot be
embedded in
state tests
Why? For students who have anxiety about
transitions or struggle with organization,
having a teacher made schedule every day
can be helpful.
When? During instruction
How? Typically, this is teacher created and
updated with the student every morning
___ benefits from a visual schedule
co-created with the student daily
Assignment
planner or
established
timelines for
assignments
This can be a
google calendar
alert for
assignments, a
paper and pencil
planner, or really
anything that
helps a student
track due dates
Accommodation
for classroom
instruction only,
Cannot be
embedded in
state tests
Why? For students who struggle with
organization, it can be really helpful to work
with them on creating and maintaining an
organizer of some support. The other option
for these students is to put the planner as a
socioemotional goal and not to put the
planner in accommodations.
When? All instruction, daily
How? Often this is designed as a fading
activity with decreasing levels of teacher
support in the creation of the planner, but
active monitoring to ensure its timeliness and
accuracy
____ benefits from an assignment
planner and timelines for all
assignments
Visual timers
Typically, this is
a digital
stopwatch, egg
timer, or some
sort of clear
visual indicator
of count down
time.
Accommodation
for classroom
instruction and
assessments,
Cannot be
embedded in
state tests
Why? Many students struggle with time
management, have anxiety with transitions,
or just want an activity to end. Visual timers
are helpful for all!
When? During instruction and assessments
How? You can do a count down to a
student's next break, a timer to know when a
task ends, or really, for anything else. Find a
timer that is either no noise or has a noise
that you are okay with in the class though!
Flashing timers can be really helpful to keep
from startling the students and annoying you.
___ benefits from access to a visual
timer to, for example [provide a
countdown to a preferred task or
activity, provide a count down on time
left in an activity, to time classroom
activities and routines, other].
Accommodaons & Modicaons Matrix from Spedhelper.org
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Timing and Scheduling
Support
About
Details
When, Why, & How?
IEP Write Up
Pair oral
and written
directions
In addition to saying
directions, teachers
would need to write
down at least part of
the directions for
students to see
Accommodation
for classroom
instruction,
Cannot be
embedded in
state tests
Why? Many students struggle with purely
auditory directions and benefit from seeing as
well as hearing directions
When? Classroom instruction and assessments
How? This goes into the IEP as a reminder for
classroom teachers not to give length, purely
oral directions to a student!
_____ benefits from pairing
auditory with written directions
Advance
warnings of
transitions
Rather than
springing transitions
on a student, this is
a reminder to give
students prompts
before a transition
Accommodation
for classroom
instruction,
Cannot be
embedded in
state tests
Why? For students with anxiety about
transitions, warnings can be helpful.
When? During classroom instruction
How? This includes visual timers, auditory
warnings before transitions, or the use of cue
cards
____ benefits from warnings prior
to transitions including [visual
timers, cue cards, auditory
warnings].
Accommodaons & Modicaons Matrix from Spedhelper.org
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Accommodaons and Modicaons in Seng
Support
About
Details
When, Why, & How?
IEP Write Up
Setting
Specialized
equipment,
furniture, or
lighting
This means a lot of
different things, so
you have to specify in
the justification what
you are including! It
can include no
fluorescent lights (for
kids who stim on
them), a bouncy ball
seat, a band on a
chair to give a student
movement while
sitting, or access to
particular physical
tools that can help the
student (like a slant
board).
Accommodation
for classroom
instruction and
assessments,
Cannot be
embedded in
state tests
Why? Giving students the right furniture, equipment,
or tools is an easy way to help them succeed!
Students vary widely, however, so make sure you
know what exactly they need to succeed! Note that if
they need enlargement tools, Braille, or amplification
devices, those are under presentation and do not go
here!! Think chairs and pencil grips here.
When? All classroom instruction and assessment
How? Many of these recommendations come from
Occupational Therapists. If your students don’t have
OT, request a consult to get advice on what might
help your student. Then try it out before the IEP!
Don't write a tool into an IEP until you have tried it
with a student because what you write becomes
literal law.
Due to [attentional
needs, movement needs,
sensory needs, fine
motor needs] ____
benefits from specialized
[equipment, furniture, or
lighting] such as [seating
that supports movement
like a chair with a
resistance band, a ball
chair, or a standing desk;
pencil grips; a slant
board for writing; an
environment with
minimum fluorescent
lighting; other].
Noise buffer
or
headphones
Some students benefit
from noise cancelling
headphones or similar
devices that reduce
distractions.
Accommodation
for classroom
instruction and
assessments,
Cannot be
embedded in
state tests
Why? This is often used for students with Autism or
attentional challenges who might need them to focus
or to reduce stimulation when they are feeling
overstimulated by what's happening in the
environment.
When? As needed. Make sure the IEP says this
because kids don't need them on all the time!
How? While kids can bring in their own headphones
from home (not connected to a device!), more
typically these come from an occupational therapist
so if you think a student might benefit, set up a
consult well before the IEP so you can try a few
things and write in what works!
Due to [sensory needs,
attentional needs] ____
benefits from access to a
noise buffer or
headphones as needed
during classroom
activities and
assessments
Accommodaons & Modicaons Matrix from Spedhelper.org
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Support
About
Details
When, Why, & How?
IEP Write Up
Setting
Location
with minimal
distractions
Often this means that
students can test one
on one in a quiet room
or in a small group in
a quiet office. It is
typically used only for
assessments.
Accommodation
for assessments,
Cannot be
embedded in
state tests
Why? Some students do better testing in a small
group or a really quiet room-- this enables you to
give them what they need
When? Assessments
How? You need to staff small groups for this!
Due to [attentional
needs, sensory needs],
____ benefits from
testing in a location with
minimal distractions
Individual,
small group
testing, or
separate
setting
This gets at the same
thing as minimal
distractions but
specifies the number
of students rather than
the noise and other
distractions
Accommodation
for assessments,
Cannot be
embedded in
state tests
Why? See above.
When? See above.
How? See above
Due to [attentional
needs, sensory needs],
____ benefits from
testing in individually or
in a small group.
Preferential
seating
What preferential
seating is varies by
student! For a low
vision student, it might
be in the front row.
For a student with
social anxiety, it might
be next to a friend.
For a student who
needs movement, it
might be in the back
where they can stand
up easily. You need to
specify what this
means because every
seat is preferential for
someone!
Accommodation
for classroom
instruction and
assessments,
Cannot be
embedded in
state tests
Why? Many students learn better if their seat is in
the right spot for them, whether that is a spot they
can see, where they can move, where they feel safe,
where the teacher can prompt them easily, or where
they are away from distracting peers.
When? All classroom instruction. This is listed for
assessment so you can control seating but is really
about instruction.
How? You need to observe a student, talk with
teachers, and talk to the student and their family to
figure out what is preferential seat type for a student
and then wright that into the IEP! If a child has a
BSP or BIP, this is often specified there.
Due to [socioemotional,
attentional, visual,
sensory, movement]
needs, ____ benefits
from a preferential seat
located [near the front of
the class; at the back or
in a good location for
movement and standing;
near the teacher; near a
preferred peer; near the
end of the row,; away
from certain peers; to be
determined on an
ongoing basis].
Accommodaons & Modicaons Matrix from Spedhelper.org
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Support
About
Details
When, Why, & How?
IEP Write Up
Setting
Reduce
distractions
for a student
This overlaps with
preferential seating
but includes details on
the physical
placement of a
student in the
classroom to ensure
the minimum of
distractions
Accommodation
for classroom
instruction and
assessments,
Cannot be
embedded in
state tests
Why? Many students benefit from sitting in low
distraction environments so that they can focus on
their work.
When? During classroom instruction and testing
How? The first step is to figure out where in a room
a student works best. That spot then becomes their
reduce distractions or preferential seating spot
Due to [socioemotional,
attentional, visual,
sensory, movement]
needs, ____ benefits
from seating that
reduces distraction,
seating located [near the
front of the class; at the
back or in a good
location for movement
and standing; near the
teacher; near a preferred
peer; near the end of the
row,; away from certain
peers; to be determined
on an ongoing basis].
Reduce
distractions
to other
students
This also overlaps
with preferential
seating. If a student
has an aide, for
example, who reads
aloud then the student
might need a seat
somewhere that
makes the read aloud
less distracting to
other students. Note
that this is a listed
accommodation in
very few states!
Preferential seating is
better and more
common
Accommodation
for classroom
instruction and
assessments,
Cannot be
embedded in
state tests
Why? If a student's other accommodations are loud
or otherwise make it challenging for peers to learn,
then this might be helpful
When? During classroom instruction and testing
How? This is a weird one so I would recommend not
using it!
See comment
Accommodaons & Modicaons Matrix from Spedhelper.org
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Accommodaons and Modicaons in Response
Support
About
Details
When, Why, & How?
IEP Write Up
Response
Answers
recorded in
test book
Student writes answers
in test booklet. Adult
completes the bubble
sheet
Accommodation for
assessments, Can
be embedded in
state tests
Why? If students have difficulty: 1) visually tracking
the bubbles (aka marking answers in right row or
column); 2) with fine motor skills (aka might not
mark in the bubble or do it correctly); or 3) with the
attention required to transfer information, track
bubble rows, etc. than this might be a helpful
accommodation
When? On any test with a paper and pencil bubble
sheet.
How? An adult will have to manually transfer all
answers to a bubble response sheet for all paper
and pencil bubble tests, including classroom ones.
No special equipment needed but there is a
significant adult time investment.
Due to challenges
with [visual tracking,
fine motor skills,
attention] ___
benefits from
recording answers in
a test booklet and
having an adult
transfer the
responses to the
bubble sheet.
Word
prediction
program,
non-ELA
The student is able to
use a computer (or
tablet) based word
prediction tool during
writing assignments on
everything except ELA
tests. The word
prediction tool works
like ones on a cell
phone-- the student
starts to type a word
and possible words pop
up, often based on the
preceding content in the
sentence
Accommodation for
classroom
instruction and
assessments, Can
sometimes be
embedded in state
tests
Why? If students have difficulty: 1) with spelling; 2)
with getting ideas down; 3) handwriting; or 4) with
writing fluency this might be helpful
When? This would apply to all classroom writing
and testing situations outside of a test. If you don't
think a student needs it 100% of the time, add "as
needed" to the accommodation.
How? This is an assistive technology tool based
accommodation. You would do an AT referral and
work with their team to find the right program. A
common example is Co-Writer, but there are many
more! You would need to meet with them and try out
programs BEFORE putting this on an IEP!
Due to challenges
with [handwriting,
writing fluency,
spelling, production
of written material]
____ benefits from
access to a word
prediction program
during classroom
instruction and during
testing (ELA testing
excluded)
Accommodaons & Modicaons Matrix from Spedhelper.org
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Support
About
Details
When, Why, & How?
IEP Write Up
Response
Word
prediction
program,
ELA
The program is the
same but in many
localities it is a
modification to use a
writing tool during ELA
assessments. Check
with your district!
Typically
modification, Can
sometimes be
embedded in state
tests
Why? This is for students who would not
otherwise be able to show what they know on an
ELA test-- often students with far below grade
level spelling who need more than just a spell
check.
When? On ELA tests
How? See above
Due to significant
challenges with
spelling that impair
____'s ability to show
his/her understanding
of ELA content, ___
benefits from access
to word prediction
programs during ELA
testing.
Human
scribe, non-
ELA
Rather than the student
writing, a teacher
writes.
Accommodation for
classroom
instruction and
assessments,
Cannot be
embedded in state
tests
Why? At this point, this should only be used for
students whose challenges make technology
based solutions like voice to text inaccessible.
This is typically used for the students with more
significant needs and who are taking modified
state tests. For students with less significant
needs, voice to text is a better solution.
When? During all non-ELA writing
How? A human writes everything for the student.
At times, students use augmented communication
devices to communicate the text to be written.
Due to
[physical/visual]
challenges with written
expression, ___
benefits from having
an adult write their
answers during
classroom instruction
and non-ELA
assessments
Human
scribe, ELA
See above-- but this is
a significant
modification that can
render a student's test
score invalid in many
states
Modification,
Cannot be
embedded in state
tests
Why? See above.
When? During all ELA testing and classroom
instruction
How? See above
Due to
[physical/visual]
challenges with written
expression ___
benefits from having
an adult write their
answers during all
instruction and
assessments,
including ELA
assessments.
Accommodaons & Modicaons Matrix from Spedhelper.org
16
Support
About
Details
When, Why, & How?
IEP Write Up
Response
Braille writer
or note-taker
Student has an aide
who engages in Braille
or another format note
taking and writing for
them
For a child who is
Blind or has visual
impairments, this
should be an
accommodation,
but check!
Why? The student is Blind or visually impaired
enough to need an aide to support with writing and
note taking. Note that many students who are
Blind or visually impaired do not need this
accommodation so work with a VI specialist!
When? During all writing and note taking,
including on assessments.
How? Either the district or SELPA has to have a
vision impairment specialist who can help you
figure out the best way to make the curriculum and
assessments accessible to a Blind or visually
impaired student. Students might need this, or
they might not-- there is a full assessment process
that should happen to determine what is most
useful to your student at this exact time.
Written by the VI
specialist!
Word
processor,
grammar and
spell check
turned off
Student can type
assignments and
assessments when
other students are
handwriting but they do
not have access to
review tools
Accommodation for
classroom
instruction and
assessments, Can
be embedded in
state tests
Why? Student has difficulty with handwriting and
can write more or more clearly with a computer or
typewriter (and yes, for this, students basically get
a typewriter)
When? The review features off is pretty painful so
use this one for activities and assessments where
other students cannot use computers! When other
students can use computers, this student should
also have access to review tools.
How? It is a bit challenging to ensure that review
tools are off. Typically, on state assessments
there is a sort of Word Pad program students can
use or access to something like a slightly modern
typewriter. This is a good one to work with
Assistive Technology folks on as they can
recommend the right tool!
Due to challenges
producing written
work, __ benefits from
access to a word
processor with
grammar and spell
check turned off
during assessments
and activities where
peers do not have
access to computers.
Accommodaons & Modicaons Matrix from Spedhelper.org
17
Support
About
Details
When, Why, & How?
IEP Write Up
Response
Word
processor,
non-ELA
Same as above except
grammar and spell
check are on.
Accommodation for
classroom
instruction and
assessments, Can
be embedded in
state tests
Why? Student has difficulty with
handwriting, spelling, or grammar (but
typically fairly mild difficulties)
When? During all assessments and
activities where spelling and grammar
aren't part of the score, like justifying
answers in math, writing lab reports in
science, social studies essays, and so on.
How? The student typically needs a laptop
(1:1 device of some sort) with Word
Due to challenges with
written expression, ___
benefits from access to a
word processor with
grammar and spell check for
all non-ELA assessments
and activities with access
during ELA activities at the
discretion of the teacher and
IEP team.
Word
processor,
ELA
Same as above except
in all subjects and tests
Modification, Can
be embedded in
state tests
Why? Student has significant enough
challenges written expression to warrant a
modification. NOTE: This is a pretty
unhelpful modification. If a student has this
much need, use something better like
voice to text.
When? During all assessments and
activities
How? 1:1 device with Word or similar
Due to challenges with
written expression, ___
benefits from access to a
word processor with
grammar and spell check for
all assessments and
activities
Voice-to-text
program,
non-ELA
Student is able to
dictate to a machine
which then converts it
to text. Think Siri! This
is often combined with
spelling and grammar
checks or word
prediction tools to
ensure that the final
product is legible and
high-quality.
Accommodation for
classroom
instruction and
assessments,
Cannot be
embedded in state
tests
Why? Student has significant difficulty with
written expression whether due to
weaknesses in spelling, handwriting, or
just getting ideas down.
When? During all non-ELA writing
How? This comes from the assistive
technology department. There are internet
browser extensions that do this pretty well
as well as stand alone programs. Most are
paid, which is why AT can be helpful as
they ensure the district pays for the
program and ensures that the best
program is chosen for that student.
Student will also need access to a
microphone for dictation and a 1:1 device
as the program is loaded onto only one
computer/tablet.
Due to challenges with
written expression including
[spelling, getting ideas onto
paper, writing fluency], ___
benefits from access to voice
to text programs during non-
ELA assessments and
activities, with access during
ELA classroom activities at
the discretion of the teacher
and IEP team.
Accommodaons & Modicaons Matrix from Spedhelper.org
19
Support
About
Details
When, Why, & How?
IEP Write Up
Response
Voice-to-text
program,
ELA
Same as above
Modification for
classroom
instruction and
assessments,
Cannot be
embedded in state
tests (typically)
Why? Student's challenges are enough
that it is worth changing how their state
tests are reviewed and treated.
When? During all classroom activities and
testing
How? See above
Due to significant
challenges with written
expression including
[spelling, getting ideas onto
paper, writing fluency], ___
benefits from access to
voice to text programs
during activities and
assessments that include
written expression.
Recording
device
Student video or audio
records their responses
for later transcription
Accommodation for
assessments,
Cannot be
embedded in state
tests
Why? For students who have significant
difficulty accessing writing and for whom
voice to text or a human scribe are not a
good option during testing, this is a decent
option
When? During testing
How? Student records (possibly with adult
help) and adult later transcribes responses
Due to [physical/visual]
challenges with written
expression ___ benefits
from [audio, video]
recording their responses to
test questions and from
having those transcribed
later for scoring.
Monitor test
response
An adult can prompt a
student that they are
bubbling their response
on the wrong line or
otherwise cue them to
reduce errors related to
challenges bubbling
responses.
Accommodation for
assessments,
Cannot be
embedded in state
tests
Why? For students who sort of need
answers recorded in a test book, this can
be a good halfway as the test administrator
can prompt a student and give them tools
like a straight edge to help them with
bubbling as needed.
When? During testing
How? Adults monitor and provide
response support as needed without
providing an item or content based support
with the test
Due to challenges with
[visual tracking, fine motor
skills, attention] ___
benefits from having an
adult monitor their
completion of test response
forms such as bubble
sheets to ensure the
student is marking the
bubble that corresponds to
their chosen answer.
Accommodaons & Modicaons Matrix from Spedhelper.org
20
Support
About
Details
When, Why, & How?
IEP Write Up
Response
Graphic
organizers
Students use graphic
organizers, like a main
idea organizer, to
increase the strength of
their written work and
their comprehension of
texts
Accommodation for
classroom
instruction only,
Cannot be
embedded in state
tests
Why? For students with learning difficulties,
graphic organizers can be a huge game
changer, helping them visually represent
what they know about a topic and
increasing comprehension and retention.
When? During all classroom instruction
How? Graphic organizers require explicit
teaching so that students know how and
when to use a specific organizer. It is often
helpful to also include references to graphic
organizers within specific goals to ensure
that students receive targeted instruction on
how to use them.
___ benefits from access to
and instruction on graphic
organizers to help him/her
increase retention and
comprehension of texts and
to increase the content
organization of his/her own
written work.
Writing tools
or
implements
Note that in some
states, this instead
goes under setting,
specialized equipment
but it still includes slant
boards and pencil grips!
Accommodation for
classroom
instruction and
assessments,
Cannot be
embedded in state
tests
Why? Many students with fine motor
challenges benefit from tools like pencil
grips to help them hand write.
When? During all classroom instruction and
testing where writing is needed
How? Occupational therapists are the
experts on these so do a consult to learn
which ones are the most helpful for your
student
Due to fine motor needs,
____ benefits from writing
tools such as [a pencil grip,
a slant board] to increase
the quality and amount of
their written text.
Alternate
response
options
This includes features
like sticky keys or a
larger mouse or a
touchscreen. Many of
these can also be put
under setting,
specialized equipment
instead
Accommodation for
classroom
instruction and
assessments,
Cannot be
embedded in state
tests
Why? This is often for students who have
physical challenges accessing the
traditional keyboard and mouse layout and
who do better with supports like a touch
screen.
When? During all classroom instruction and
testing where writing is needed
How? An assistive technology specialist or
occupational therapist should work with you
on this! Typically, these students would be
working with both specialists who would
help write the IEPs for the supports
___ benefits from alternate
response options for
instructional activities and
assessments including
[LIST]
Accommodaons & Modicaons Matrix from Spedhelper.org
21
Support
About
Details
When, Why, & How?
IEP Write Up
Response
Calculator or
calculation
device on
assignments
or activities
not focused
on numerical
operations
Students are able to
use a calculator or
similar device during
mathematics and
science instruction and
assessments when the
focus is not on the
ability to do
calculations. For
example, they can use
it during word problem
work but not on a math
fluency test.
Accommodation
for classroom
instruction and
assessments,
Can be
embedded in
state tests
Why? This is helpful for problem solving
assignments and tests where the goal is for
students to show their comprehension but their
difficulties with computations makes that hard.
When? As an accommodation, during
instruction and assessments not focused on
basic computations (addition, subtraction,
multiplication, and division skills).
How? Provide the student with either a
physical calculator or an on screen one. Note
for testing, students are only allowed to use
four function calculators-- not scientific ones!
Due to challenges with
[accurately, rapidly,
consistently] completing
mathematics calculations,
___ benefits from access to a
calculator during activities
and assignments that do not
focus on numerical
operations or calculations.
Calculator or
calculation
device on
assignments
or activities
on all
assignments
and
assessments
Students can use a
calculator even during
calculation
assessments and
activities like math
fluency tests
Modification for
classroom
instruction and
assessments,
Can be
embedded in
state tests
Why? Helps students do computations they
could not do without the support.
When? As a modification, during all activities
and assessments where calculation is
required.
How? Provide the student with either a
physical calculator or an on screen one. Note
for testing, students are only allowed to use
four function calculators-- not scientific ones!
Due to significant challenges
completing mathematics
calculations, ___ benefits
from access to a calculator
during all activities and
assessments where
calculations might be
needed.
Accommodaons & Modicaons Matrix from Spedhelper.org
22
Non-standard
calculation
device
Student has access to
a modified calculator.
Often, this is a
calculator with larger
buttons
Accommodation
for classroom
instruction and
assessments,
Cannot be
embedded in
state tests
Why? Allows students with visual disabilities
or other physical challenges to access a
calculator which they would not otherwise be
able to
When? Used when other students also have
access to calculators. If you want it used
during other times, you need to also select a
calculator accommodation or modification.
How? Most typically, these come from the
visual impairment department. If not, they
come from assistive technology. If a child
needs this, you need to be working with some
specialist who can provide them with
appropriate tools
Due to challenges
[physically/visually] accessing
a traditional calculator, ___
benefits from access to a
non-standard calculation
device.
Support
About
Details
When, Why, & How?
IEP Write Up
Response
100s chart
Students are able to
use a hundreds
chart during
assessments and
instruction to solve
problems
Varies on grade
level. Typically a
modification K-3
and an
accommodation 4+,
but varies by state
Why? Increases students’ abilities to solve
mathematics problems
When? Classroom instruction
How? The student needs to be comfortable using a
hundreds chart for this to be a good accommodation!
It doesn't help if they can't use it.
____ benefits from
access to a hundreds
chart during math
instruction and testing
to help him/her fully
demonstrate their
mathematical skills.
Concreate
objects or
manipulatives
Students would have
access to
manipulatives during
classroom
instruction, even if
others did not
Accommodation for
classroom
instruction only,
Cannot be
embedded in state
tests
Why? This can help some students better access
math content. Test it first! Manipulatives also can be
distracting for students so see if they help or hurt!
When? During classroom mathematics instruction
How? Provided and supervised by the classroom
teacher
___ benefits from
access to
manipulatives or
concrete objects during
mathematics
instruction
Accommodaons & Modicaons Matrix from Spedhelper.org
23
Graph paper
for
mathematics
This is a classroom
accommodation for
math to help
students keep their
numbers in columns.
Another option is
lined paper rotated
90 degrees.
Accommodation for
classroom
instruction and
assessments, but
mostly for
instruction Cannot
be embedded in
state tests
Why? For students who have fine motor or
organization challenges, it can be really hard to line
up computation problems and graph paper can help.
When? During mathematics instruction and
assessment
How? Typically, this is a classroom accommodation
but if it is helpful to a student, you can also write it in
as a test accommodation for state and classroom
testing
____ benefits from
access to graphing
paper with clear
columns during
mathematics
instruction and
assessment
Dictionary or
vocabulary
list
Gives students
access to
dictionaries or
vocabulary lists
during classroom
instruction and
assessments. Note
that this is an
accommodation also
available in some
states on state tests
Accommodation for
classroom
instruction and
assessments but
mostly used for
instruction, Cannot
be embedded in
state tests
Why? For students who are learning English, have
limited vocabularies, or who struggle with reading
comprehension, it can be helpful to be able to look
up what words mean.
When? During instruction and assessment across
subjects, except where vocabulary is being tested
How? A lot of times this is a feature of text to speech
programs where you can just click on a word and
you get a definition. That type of program is ideal.
The second best is google where students can just
type in words. The worst option is a paper dictionary
as they are often not kid friendly and can be hard for
students to use.
____ benefits from
access to a digital
dictionary or
vocabulary list during
instruction and
assignments to
increase
comprehension and
curriculum access.
Support
About
Details
When, Why, & How?
IEP Write Up
Accommodaons & Modicaons Matrix from Spedhelper.org
24
Response
Math tables
or formulas
Gives students a one
page sheet of relevant
math facts or formulas
to use during classroom
activities, even if other
students do not have
this.
Accommodation for
classroom
instruction only,
Cannot be
embedded in state
tests
Why? This might be used for a student who has all of
those formulas in their notes but can't ever find them!
Think of it like a cheat sheet you bring to an exam--
you are putting as much information on the sheet in as
organized a way as possible so the student has what
they need at their fingertips during instruction.
When? During instruction
How? This should be co-created with the student with
input from the math teacher on what is most useful!
This is a classroom accommodation that might be
used on classroom tests but is not typically used on
state tests where it would become a modification.
____ benefits
from a one-
page math
reference
sheet with
relevant
tables and
formulas to
use during
math
classroom
instruction
and activities,
including
homework.
Abacus
Not sure why this is still
an option on state tests!
If you know, email
admin@spedhelper.org!
Accommodaons & Modicaons Matrix from Spedhelper.org
25
Accommodaons and Modicaons in Presentaon
Support
About
Details
When, Why, & How?
IEP Write Up
Presentation
Audio
amplification
Students are able to use
hearing aids, FM
devices, or other audio
amplification tools during
instruction and testing
Accommodation
for classroom
instruction and
assessments,
Can be
embedded in
state tests
Why? This is for students who are Deaf or hard of hearing
to increase their educational access
When? During all instruction and assessments
How? Typically, a Deaf and Hard of Hearing coordinator
or audiologist would support you with this. If a child needs
an FM system, where a teacher wears a microphone and
that goes directly to a hear aid or similar device for a
student, the DHH department at the district or SELPA
needs to set it up, help you include it in the IEP, and
provide you with training. With a hearing aid, you need
less technical support but still, a DHH staff member needs
to help you with the IEP to make sure the child is getting
every needed support.
Due to hearing loss,
____ benefits from
access to audio
amplification devices
including [?] during
all instruction and
assessments
Magnification
Some students need
access to either a small
magnifying glass, a
magnifying sheet, a
magnification machine,
or all materials on a
device (like a tablet)
where they can enlarge
font.
Accommodation
for classroom
instruction and
assessments,
Can be
embedded in
state tests
Why? For students who are low vision
When? During all instruction and assessments
How? A Visual Impairment coordinator from the district or
SELPA needs to work with you on this to 1) provide you
with the right tools to meet a student's needs; and 2) to
help you understand how to work with the tools. Students
vary widely in the level of support they need, and you
need related services to make sure you are meeting
students' needs!
Due to impaired
vision, ___ benefits
from access to
magnification
devices including
[list] during
classroom instruction
and assessment.
This includes
devices to go home
with the student for
homework.
Large print
materials or
print
enlargement
This is separate from
magnification and
includes textbook copies
with large print and test
booklets with large print
Accommodation
for classroom
instruction and
assessments,
Can be
embedded in
state tests
Why? For students who are low vision
When? During all instruction and assessments
How? Here again you need a VI coordinator! They
provide the large print texts and also let you know how
large for when you make xeroxes! Some students can
read down to an 18 font, others to a 24, others to a 36 and
so on-- you need concrete information on this to make
school accessible for your student!
Due to impaired
vision, ___ benefits
from access to large
print texts of X font
size for written
materials, including
homework and
assessments.
Accommodaons & Modicaons Matrix from Spedhelper.org
27
Support
About
Details
When, Why, & How?
IEP Write Up
Presentation
Color
contrast or
color overlay
This includes, for
example, flipping colors
on a screen so students
see white text on a black
background or giving a
student a physical color
overlay sheet (like a see
through blue or yellow
one). This is used for
students with visual
processing challenges at
the recommendation of
an occupational therapist
or VI specialist!
Accommodation
for classroom
instruction and
assessments,
Can be
embedded in
state tests
Why? Can help students with low vision or vision
processing challenges see text more clearly.
When? Often only used for assessments, but can be
used at any point.
How? This is a recommendation that comes from a
psychologist, occupational therapist, or vision impairment
staff. At this point, it is normally done as a computer
setting for contract as opposed to printed material in
different colors. This is a very rare accommodation
Due to visual
[processing
challenges/
impairment] ____
benefits from color
contrast of
[SPECIFY!] on
printed materials and
assessments.
Braille
materials,
screen
reader,
tactile
graphics
Printed material for
students come in Braille
or other tactile formats.
Typically, this is for
textbooks and other
books-- you would be
sent tactile versions of
your classroom materials
and then day to day
materials (like
worksheets) would be
read aloud to the student
Accommodation
for classroom
instruction and
assessments,
Cannot be
embedded in
state tests
Why? This is for students who use Braille or other tactile
methods of reading and accessing text.
When? Technically all instruction but generally used for
state testing and textbooks
How? A visual impairment staff would set this up for you,
provide you all materials, and should write what the
student needs into the IEP for you.
See VI materials
(aka you don't write
this. like ever)
ASL
presentation
Students who need this
typically have an ASL
fluent aide to translate
for them
Accommodation
for classroom
instruction and
assessments,
Cannot be
embedded in
state tests
Why? This is for students who are Deaf to access
content.
When? All instruction and assessments
How? Deaf students should have support from the DHH
department and the SELPA who can help you figure out
what a student needs! Do they need an ASL translator, a
special program to attend where they learn ASL,
amplification, or something else? You won't know but an
audiologist and DHH team, working with doctors, will!
DHH specialist
should write
Accommodaons & Modicaons Matrix from Spedhelper.org
28
Support
About
Details
When, Why, & How?
IEP Write Up
Presentation
Close
captioning or
descriptive
video
Some students need
close captioning
switched on for all audio
programming. This is
typically for students who
also need audio
amplification and have
some hearing.
Accommodation
for classroom
instruction and
assessments,
Can be
embedded in
state tests
Why? For students who are hard of hearing
When? All video and audio recordings
How? You just click a button-- but you put it into the
IEP to ensure that teachers know they are legally
required to click on close captioning when they show
videos in class and to choose only videos where that is
an option. This is in the IEP to protect the student's
rights, not because it is hard!
Due to hearing loss,
____ needs access to
close captioning
during all video
presentations,
including during
instruction and on
assessments.
Paper based
materials or
print on
demand
This is very rare but in
theory students might
need to have text based
versions of activities or
assignments rather than
computer based
Accommodation
primarily for
assessments,
Cannot be
embedded in
state tests
Why? Not sure! Never used this one but presumably
due to attention?
When? Primarily computer based assessments.
How? You would be provided with paper and pencil
versions of computerized tests
Not sure on this one!
Clarification,
repetition, or
simplification
of directions
During assessments (or
activities) you can repeat
or simplify the directions.
This does not include the
content of the test-- just
the directions for what
they need to do.
Accommodation
for classroom
instruction and
assessments,
Cannot be
embedded in
state tests
Why? This is a really helpful one for state tests!
Sometimes the directions are gobbly gook and students
with auditory comprehension challenges or attention
issues struggle with figuring out what they are being
asked to do-- and you can simplify and restate those
directions!
When? Primarily during state tests but can be used for
all assessments and tests (it's just that you normally
know you can clarify during instruction-- so it is in the
IEP to make it clear you can also do this for state tests!)
How? You read the regular directions and then make
them comprehensible to students.
Due to [auditory
processing
challenges, attention
challenges, other]
_____ benefits from
having directions
clarified and repeated
to increase
comprehension
Student
reads
assessment
to
themselves
Some of these are very
outdated but still appear
as options on IEPs! For
this one, a student would
test in a room by
themself and be able to
read the test aloud
themself. Never used it,
never seen it used, but it
exists for state tests.
Accommodation
for
assessments,
Cannot be
embedded in
state tests
Why? No idea. Haven't used it and it seems really
limited in use.
When? Assessments
How? Student tests in a room alone and reads to
themself
Not sure on this one!
Accommodaons & Modicaons Matrix from Spedhelper.org
29
Support
About
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IEP Write Up
Presentation
Masking
tools or
visual
organizers
Student is able to cover
up part of a text passage
with either a digital or
physical blocker.
Accommodation
for classroom
instruction and
assessments,
Can be
embedded in
state tests
Why? Some students have trouble visually tracking
information line to line and this can help them stay on
the right line. Other students get overwhelmed when
there is too much text visible at once and like to cover
part of it. I use this a lot trying to track information
across a spreadsheet-- I highlight a row, run my finger
under it, or put a piece of paper on my screen to help
me see what's in that row. Those are all examples of
masking.
When? Classroom instruction and testing
How? Students vary in what helps them. A pretty
common one is to give a student a ruler to use to track
the line of text they are reading. This is typically low
tech but is in the IEP because on state tests, they can
either use their ruler or a high-tech, test based version
of the same thing to track text on the page or to cover
sections.
Due to [visual
processing,
attentional]
challenges, _____
benefits from access
to masking tools like
[examples!] during
classroom instruction
and equivalent tools
during assessments.
Markup tools
or highlighter
Most of us benefit from
sticky notes and
highlighters when
reading text. Markup
tools include both of
those and any tools that
a student needs to
markup a text and help
them make sense of it. It
is in the IEP because
students should also
have access to
equivalents during
testing whether that is a
physical highlighter or a
highlighter function on
the webpage!
Accommodation
for classroom
instruction and
assessments,
Can be
embedded in
state tests
Why? Some students need supports in making sense
of text. A highlighter, a sticky note, or something similar
might just make it easier for a student to understand,
remember, and answer questions about what they read.
When? Classroom instruction and testing
How? This is low tech! Your goal is to figure out what
helps a student during classroom instruction
(occupational therapists are a huge help for this) and to
provide them with access to something like it during
instruction and assessments
Due to [visual
processing,
attentional, memory,
text comprehension]
challenges, _____
benefits from access
to markup tools like
[examples!] during
classroom instruction
and equivalent tools
during assessments.
Accommodaons & Modicaons Matrix from Spedhelper.org
30
Support
About
Details
When, Why, & How?
IEP Write Up
Presentation
Redirect
student to
tester on-
task focusing
prompts
Some students need
prompts (lots of
prompts!!!) to stay
focused during testing.
This gives you the legal
freedom to give those
prompts!
Accommodation
for classroom
instruction and
assessments,
Cannot be
embedded in
state tests
Why? This is helpful for students with attentional
difficulties.
When? During assessments-- you also want to do
it during classroom instruction but this is in the IEP
to give you legal cover to do it during testing too!
How? No tech! Just prompt a student back to the
test. Note that you can't go over the test with the
student, just give them some reminders and
encouragement to keep working on it.
Due to attentional
challenges, _____
benefits from redirection
to task, including during
assessments.
Read aloud,
text-to-
speech, and
screen
reading, non-
ELA
Student is able to use a
text-to-speech program
or have an adult help
them with reading aloud
text in any situation
where the decoding of
the text itself is not what
is being tested.
Accommodation
for classroom
instruction and
assessments,
Can be
embedded in
state tests
Why? This is my favorite! Many students
understand better than they decode. This lets you
split the two apart and to give them more access to
texts and more opportunities to show what they
know!
When? During any activity or assessment where
decoding is not what is being tested
How? Assistive technology programs are very
helpful for this. There are great screen reader
programs out there for computers that will read text
to students when they click on it. There are also
great (FREE!) programs for students to get either
audiobooks or books that have the audio paired
with the actual text , most of which highlight the
text as it is read. Many of the main AT programs
for this have a cost so you want to work with the
AT department to ensure that the IEP is set up
right for the student to get the program for free!
Due to difficulties
accessing written texts,
____ benefits from text-to-
speech or read aloud
supports with written
materials during
classroom instruction and
non-ELA assessments.
Accommodaons & Modicaons Matrix from Spedhelper.org
31
Read aloud,
text-to-
speech, and
screen
reading, ELA
Student gets access to
this on reading tests as
well
Modification for
classroom
instruction and
state testing for
learning
challenges,
accommodation
for a visually
impaired
student
Why? This is for students whose reading
challenges are so significant that you are okay with
their state test score being, essentially, thrown out
or who have visual impairments where they need
at least part of a test read to them
When? During all activities and assessments with
written text
How? See above
Due to significant
difficulties accessing
written texts, ____
benefits from text-to-
speech or read aloud
supports with written
materials during
classroom instruction and
all assessments.
Support
About
Details
When, Why, & How?
IEP Write Up
Presentation
Mouse
pointer
You can change either the
color or the size of the
mouse cursor on screen
during testing to make it
easier for students to see.
Accommodation
for classroom
instruction and
assessments,
Can be
embedded in
state tests
Why? This is for students who are low vision, color
blind, or otherwise have visual challenges to help them
see the cursor on the screen
When? During computer based activities, including
testing and word processing
How? This is a good one to talk to an occupational
therapist about or a low vision specialist to see if it
would benefit a student and how to set it up
Due to their visual
impairment, ____
benefits from a
mouse pointer that
is [specify: larger
than typical,
bolder than
typical, etc.]
Streamlined
mode
This is a state testing
version of masking, where
students are presented with
the test items in a simplified
and less visually distracting
format. During classroom
assessments, the equivalent
is to provide students with
only parts of printed tests at
a time to decrease the
overwhelmed sensation
some students experience.
Accommodation
for
assessments,
Can be
embedded in
state tests
Why? Some students are overwhelmed or stressed by
the formatting of tests. This accommodation, which
exists in only a few states, can help.
When? State testing
How? This is added to the IEP for state testing, but it is
unclear how it would transfer to classroom assessments
or instruction
____ benefits from
a streamlined
mode during
computer-based
assessments to
reduce visual
stimulation and
distractions.
Accommodaons & Modicaons Matrix from Spedhelper.org
32
Audio
materials
Rather than having to read a
text or textbook, students
can be given audio access
to them.
Accommodation
(typically), Can
be embedded in
state tests
Why? This is typically for students who are visually
impaired and benefit from audio materials, although
programs like books on tape (or the new versions!) are
also useful for students who are low readers. As a test
accommodation, however, it should be primarily used for
students with visual impairments
When? During all activities and assessments with
written text
How? For students who are visually impaired, it should
be included multiple places on the IEP and included as
part of the supports you receive from VI
teachers/support providers. For other students, this
would be a classroom, not testing, accommodation
Due to their visual
impairment, ____
benefits from
audio materials for
testing and
classroom
instruction; Due to
their learning
challenges, ___
benefits from
access to books
on tape during
instruction
Accommodaons & Modicaons Matrix from Spedhelper.org
33
Support
About
Details
When, Why, & How?
IEP Write Up
Presentation
Notes and
outlines
During classroom
instruction, some students
benefit from getting copies of
other students' notes
whether through photos,
xeroxes, or just to see
Accommodation
for classroom
instruction only,
Cannot be
embedded in
state tests
Why? For students with memory, organization,
physical, or attention challenges, taking
classroom notes can be hard. This allows
students to both experience a lesson and to
get high quality notes on it, notes that might be
challenging for them to take on their own!
When? During all classroom instruction
How? Typically, a teacher picks a student who
is a great note taker and either xeroxes their
notes or lets the SWD take a photo of them.
This is an instructional, not test-based,
accommodation
Due to their [organizational,
physical, attentional,
memory] challenges, ___
benefits from being able to
receive copies of or
otherwise access high-
quality notes following
classroom instruction
