Allow extended time (1.5x or 2x) on tests and quizzes

Your child gets extra time (usually 1.5 or 2 times the normal amount) to finish tests and quizzes, so they can show what they really know without time pressure.

Testing & Assessment

Administer test in separate, quiet location

Your child takes tests in a quiet room away from distractions and other students, which helps them focus and do their best.

Testing & Assessment

Administer test in small group (fewer than 10 students)

Your child takes tests with a small number of other students instead of a full class, which reduces distractions and anxiety.

Testing & Assessment

Provide one-on-one test administration

A teacher or aide administers the test to your child alone, allowing for extra support and personalized pacing.

Testing & Assessment

Allow use of scribe to record student responses

Your child tells their answers to an aide who writes down exactly what they say, word-for-word, without correcting grammar or spelling.

Testing & Assessment

Allow practice or sample tests before the actual test

Your child practices with a sample test first so they know what to expect and get comfortable with the format and testing procedures.

Testing & Assessment

Administer test over multiple days or shorter sessions

Your child takes the test broken into smaller chunks over several days instead of all at once, so they don't get fatigued or overwhelmed.

Testing & Assessment

Offer frequent breaks during test administration

Your child can take breaks to stretch, move around, or rest during testing without losing testing time.

Testing & Assessment

Schedule test at specific time of day (e.g., morning)

The school schedules your child's test at a time when they're usually most alert and focused, such as early morning.

Testing & Assessment

Mask or block distracting content on computer tests

On computer tests, buttons and extra information are covered or hidden so your child only sees one question at a time.

Testing & Assessment

Simplify or paraphrase test directions (not content)

The teacher explains how to take the test in simpler words, but doesn't change what the test questions actually ask.

Testing & Assessment

Allow choice of test format (multiple choice vs. short answer)

Your child can choose whether to answer questions by selecting from choices or writing their own answers.

Testing & Assessment

Allow untimed or self-paced testing

Your child can take as much time as they need to complete the test without being rushed or pressured by a timer.

Testing & Assessment

Provide test in paper format instead of computer-based

Your child takes the test on paper instead of on a computer if the computer version is harder for them to use.

Testing & Assessment

Allow writing directly in test booklet instead of bubble sheets

Your child writes answers directly in the test booklet instead of filling in bubbles on a Scantron sheet.

Testing & Assessment

Shorten test length or reduce number of items

Your child takes a shorter version of the test with fewer questions, focusing on the most important learning targets.

Testing & Assessment

Provide feedback during practice assessments before tests

Your child does practice tests and gets feedback on what they got right and wrong so they know what to study.

Testing & Assessment

Ensure accessibility features are tested in advance

The school tests all of your child's accommodations (like text-to-speech) on the actual test before they take it for real.

Testing & Assessment

Use visual supports (pictures, graphics, illustrations) alongside text

Your child learns with pictures, diagrams, and images paired with text to help them understand concepts and stay engaged with reading material.

Reading & Literacy

Give directions in small, sequential steps using simple language

The teacher will break complex instructions into 1-3 simple steps at a time, using short sentences, so your child isn't overwhelmed by too much information at once.

Directions & Instruction Delivery

Pair oral directions with written or visual information

When the teacher gives instructions aloud, they'll also write them on the board, show a picture, or post them visually so your child can see and hear the directions.

Directions & Instruction Delivery

Allow extended processing time (5-10+ seconds) before responding

Your child gets extra time to think about and process what was asked before they need to respond, without being rushed or interrupted.

Directions & Instruction Delivery

Have student restate or paraphrase directions to confirm understanding

Your child will repeat back the directions in their own words to make sure they understood what they're supposed to do.

Directions & Instruction Delivery

Provide visual aids, graphic organizers, or models of completed work

The teacher will show pictures, examples, or finished samples of what your child should create or do, so they can see the goal clearly.

Directions & Instruction Delivery

Use one instruction or question at a time (avoid multi-part requests)

Instead of asking multiple things at once ('Put your name on it, do the first 5 problems, then line up'), the teacher will give one instruction at a time.

Directions & Instruction Delivery

Check for understanding and provide frequent feedback early in tasks

The teacher will check in with your child right at the start of assignments and again throughout, to catch misunderstandings early and guide them on track.

Directions & Instruction Delivery

Provide visual cues or prompts (gestures, pointers, photos, symbols)

The teacher will use hand signals, pointing, pictures, or symbols to help your child understand what to do, beyond just words.

Directions & Instruction Delivery

Use literal language and avoid sarcasm, idioms, or inference-based phrasing

The teacher will speak in concrete, direct language (saying exactly what they mean) instead of using jokes, sarcasm, or figurative language.

Directions & Instruction Delivery

Stand near student and use a cue to signal attention before giving directions

Before giving directions, the teacher will position themselves near your child and use a quiet signal (like a touch or a phrase) to make sure they're ready to listen.

Directions & Instruction Delivery

Use demonstration or model the task before student begins

The teacher will show your child how to do the task step-by-step before asking them to try it on their own.

Directions & Instruction Delivery

Provide written backup for all oral instructions and announcements

Anything the teacher says aloud—especially important instructions or announcements—will also be written down (on the board, a handout, or email) for your child to reference.

Directions & Instruction Delivery

Present information in student's preferred learning style(s)

The teacher will deliver information in ways your child learns best—for example, using hands-on activities, visuals, or listening, depending on what works for them.

Directions & Instruction Delivery

Speak slowly and at a measured pace with pauses

The teacher will slow down their speech and add natural pauses, giving your child more time to process what's being said.

Directions & Instruction Delivery

Clarify expectations and success criteria using rubrics or checklists

Your child will receive a clear list or rubric showing exactly what they need to do and what 'done right' looks like for each assignment.

Directions & Instruction Delivery

Limit oral language and avoid excessive background noise when giving directions

When the teacher gives important directions, they'll reduce background noise and distractions, and keep their explanations short and focused.

Directions & Instruction Delivery

Explain metaphors, idioms, and other non-literal language explicitly

When the teacher uses figurative language or expressions, they'll stop to explain what they actually mean in concrete terms.

Directions & Instruction Delivery

Post visual schedules, routines, and instructions in the classroom

Your child will see pictures or written steps posted around the room showing what to do during different activities or transitions.

Directions & Instruction Delivery

Teach skills in multiple real-world settings and situations

Your child will practice new skills not just in the classroom but in real-life situations (hallway, cafeteria, home) so they learn to use them everywhere.

Directions & Instruction Delivery

Connect new information to student's personal interests and experiences

The teacher will relate new topics to things your child cares about, so the material is more meaningful and easier to understand.

Directions & Instruction Delivery

Use a hierarchical prompt system (least to most intrusive support)

The teacher will start by giving your child a very small hint, and only increase help if needed, building independence gradually.

Directions & Instruction Delivery

Provide activity-based or hands-on learning opportunities

Your child will learn by doing—manipulating objects, moving around, or engaging in hands-on projects rather than just sitting and listening.

Directions & Instruction Delivery

Provide direct, specific feedback about performance in appropriate settings

The teacher will tell your child exactly what they did well and what needs work, in a private or calm way that doesn't embarrass them.

Directions & Instruction Delivery

Use verbal cueing, visual prompting, and auditory reminders strategically

The teacher will combine different types of hints—spoken words, pointing, symbols, or sounds—to help your child remember what to do.

Directions & Instruction Delivery

Use concise, direct language in verbal and written prompts

When prompting your child, the teacher will use the fewest words possible and get right to the point, avoiding extra details or words.

Directions & Instruction Delivery

Encourage student to ask for help or clarification without penalty

Your child will be taught and encouraged to raise their hand or ask 'Can you help me?' whenever they're confused, and will never be made to feel bad for asking.

Directions & Instruction Delivery

Provide augmentative and alternative communication (AAC) device

Your child uses a specialized device (like a tablet with pre-programmed phrases or symbols) to communicate if they cannot speak.

Assistive Technology & Communication Devices

Provide noise-canceling headphones or sound management tools

Your child can wear special headphones that reduce distracting classroom noise, helping them focus on learning.

Assistive Technology & Communication Devices

Provide training and support for independent use of assistive technology

Your child receives direct instruction on how to use their assistive technology tools with less adult help over time.

Assistive Technology & Communication Devices

Provide communication device for non-verbal or minimally verbal students

Your child has a device (like a picture board or speech-generating device) so they can communicate their needs and ideas.

Assistive Technology & Communication Devices

Provide home-school communication system (digital or paper-based)

Your child carries a notebook, app, or device between home and school so teachers and parents can share information daily.

Assistive Technology & Communication Devices

Break assignments into smaller chunks with scheduled completion dates

Your child receives long assignments broken into smaller pieces with separate due dates, making work feel manageable and less overwhelming.

Assignment Presentation & Workload

Provide fewer problems per page while maintaining total problem count

Instead of 30 problems crammed on one page, your child gets the same 30 problems spread across multiple pages with white space, reducing visual overwhelm.

Assignment Presentation & Workload

Block extraneous information using cover sheets or masks

Your child uses a blank sheet or window to cover up sections of the worksheet they're not working on yet, helping them focus on one problem at a time.

Assignment Presentation & Workload

Reduce homework assignments in length or frequency

Your child receives less homework overall or completes fewer problems than peers, focusing on practicing core skills rather than volume.

Assignment Presentation & Workload

Provide models or exemplars of completed work at grade level

Your child sees examples of what a finished A-quality assignment looks like before starting, making expectations clear and concrete.

Assignment Presentation & Workload

Give immediate or frequent feedback on assignments

Your child receives quick feedback on their work (same day or during work) rather than waiting days, so they can correct mistakes right away.

Assignment Presentation & Workload

Provide assignments one at a time rather than all at once

Your child receives one worksheet or task at a time, completes it, then gets the next one—preventing anxiety from seeing too much work at once.

Assignment Presentation & Workload

Highlight or flag essential information and directions on assignments

Your child's assignment has important directions, keywords, or sections highlighted in color so they know what matters most.

Assignment Presentation & Workload

Remove or simplify extraneous graphics and formatting

Your child's worksheets are simplified with clean layouts, minimal distracting images, and clear font to reduce visual confusion.

Assignment Presentation & Workload

Allow student to choose how to present or demonstrate learning

Your child can show what they learned by creating a poster, recording a video, giving a presentation, or writing—choosing their strongest format.

Assignment Presentation & Workload

Practice presenting in small group before presenting to whole class

Your child rehearses their presentation with a small group or teacher first, building confidence before presenting to the whole class.

Assignment Presentation & Workload

Allow extended deadlines with advance notice of due dates

Your child gets a few extra days to complete assignments and receives a calendar showing when major projects are due well in advance.

Assignment Presentation & Workload

Use rubrics with clear, visual criteria for success

Your child receives a detailed rubric with examples showing exactly what they need to do to earn different grades.

Assignment Presentation & Workload

Allow student to produce work in their strongest output modality

If your child is a stronger speaker than writer, they can record or speak responses; if they're a strong artist, they can draw to show understanding.

Assignment Presentation & Workload

Use white space and simplified format to reduce visual clutter

Your child's worksheets use larger font, wide margins, single-spaced text, and minimal design, making them easier to read and less overwhelming.

Assignment Presentation & Workload

Provide checklists for multi-step assignments or projects

Your child receives a checklist breaking a big project into clear steps (outline, draft, edit, final copy) to follow and check off as they go.

Assignment Presentation & Workload

Allow extended time (1.5x or 2x) on tests and quizzes

Your child gets extra time (usually 1.5 or 2 times the normal amount) to finish tests and quizzes, so they can show what they really know without time pressure.

Time Management & Transitions

Allow extended time to complete in-class and homework assignments

Your child is given extra time to finish work during class and at home, without it counting against them or being marked late.

Time Management & Transitions

Provide frequent breaks (every 5–10 minutes) during independent work

Your child takes brief breaks every few minutes during work time to reset and refocus, which helps them stay on task longer.

Time Management & Transitions

Allow breaks during testing (every 10–15 minutes)

Your child can pause and step away from tests every 10–15 minutes to stretch, breathe, or reset before continuing.

Time Management & Transitions

Provide a visual timer or clock to show work and break time

Your child can see a visual timer (like a Time Timer) that shows how much work or break time is left, so transitions feel less surprising.

Time Management & Transitions

Display a visual daily schedule at the student's desk or classroom

Your child can see what's happening next in the day (pictures or words), which reduces anxiety and helps them prepare for changes.

Time Management & Transitions

Provide advance notice (5–10 minutes) before transitions or schedule changes

Your child is warned a few minutes before switching activities or classes, so they have time to wrap up and mentally prepare.

Time Management & Transitions

Use verbal or written reminders and cues for time management

The teacher reminds your child when tasks are due or when time is running out, helping them stay aware of deadlines.

Time Management & Transitions

Provide a first-then visual chart or checklist for task sequences

Your child sees a visual checklist showing 'first do this, then do that,' which helps them stay organized and know what comes next.

Time Management & Transitions

Allow extended time to move between classes or to and from lunch

Your child gets a few extra minutes to get to the next class without rushing or using stairs/hallways when they're crowded.

Time Management & Transitions

Allow extended time in the bathroom (including timed bathroom breaks)

Your child can take bathroom breaks at set times (e.g., every 60–90 minutes) without it interrupting instruction, or gets extra time when needed.

Time Management & Transitions

Allow movement breaks or opportunities to stand and stretch during instruction

Your child can stand, walk, or do a quick stretch during lessons to help them stay focused and manage restless energy.

Time Management & Transitions

Provide extra time to process information before responding

Your child gets a few extra seconds to think about what was said or asked before they need to answer, without pressure.

Time Management & Transitions

Establish a consistent routine and structured schedule daily

The classroom follows a predictable routine each day so your child knows what to expect, which reduces anxiety and helps with focus.

Time Management & Transitions

Provide opportunities for movement or change of activity between subjects

Your child gets a brief movement activity (like a walk or stretch) between different subjects to help reset their attention.

Time Management & Transitions

Provide a personal timeout or quiet space to regroup before transitions

Your child can use a quiet area to calm down and prepare for the next activity, especially during busy or stressful transitions.

Time Management & Transitions

Provide a pass system to leave class for breaks without permission each time

Your child has a pass they can use to take a brief break (bathroom, walk, quiet space) without asking the teacher each time.

Time Management & Transitions

Provide verbal and visual transition warnings before activity changes

Your child is told and shown (with a timer or visual) when a change is coming, like 'In 5 minutes we'll clean up and go to lunch.'

Time Management & Transitions

Use a checklist or visual supports for multi-step directions

Your child receives written or pictured step-by-step instructions so they can follow along and check off each step as they go.

Time Management & Transitions

Provide transition warning songs, signals, or rituals for younger students

Your child hears a special song or signal (like a bell) that means a transition is coming, making it feel less abrupt.

Time Management & Transitions

Allow extended time for eating and self-care activities throughout the day

Your child is given unhurried time for getting dressed, washing hands, eating, and other daily care tasks.

Time Management & Transitions

Use a portable visual schedule or 'now and next' card the student carries

Your child carries a small picture card showing what they're doing now and what comes next, so they always know what to expect.

Time Management & Transitions

Provide a private signal or code word to redirect behavior discreetly

The teacher will use a quiet signal (like a hand gesture or word) that only your child understands to let them know their behavior needs to change, avoiding embarrassment in front of peers.

Behavior & Emotional Regulation

Allow access to a designated safe space or calming area

Your child can leave the classroom and go to a quiet, pre-arranged area (like a sensory room or counselor's office) when feeling overwhelmed or stressed, to regain control.

Behavior & Emotional Regulation

Provide frequent check-ins with a preferred staff member

Your child meets regularly (morning, midday, end of day) with a trusted adult to review behavior, progress, and upcoming tasks so they stay on track.

Behavior & Emotional Regulation

Use immediate, concrete positive reinforcement for desired behaviors

When your child shows good behavior, they get a reward (points, sticker, or preferred activity) right away so they clearly understand what they did right.

Behavior & Emotional Regulation

Implement a token economy or point-based reward system

Your child earns tokens or points throughout the day for following expectations, which they can trade in for privileges or rewards.

Behavior & Emotional Regulation

Pair student with positive peer role models for classwork and mentoring

Your child works with classmates who model good behavior and social skills, helping them learn by example during group work and throughout the day.

Behavior & Emotional Regulation

Offer choices in how to complete and present work

Your child gets to choose how they complete tasks (e.g., written, oral, or video) and show what they know, which boosts motivation and reduces frustration.

Behavior & Emotional Regulation

Intersperse preferred tasks with non-preferred tasks (80/20 principle)

The teacher mixes easier or more enjoyable work with harder or less-preferred work, so your child stays motivated and willing to tackle challenging tasks.

Behavior & Emotional Regulation

Incorporate student's personal interests into activities and lessons

Teachers connect learning to your child's interests and hobbies so lessons feel relevant and engaging, which increases participation and reduces behavior problems.

Behavior & Emotional Regulation

Develop a written behavior contract with clear expectations and consequences

You, the school, and your child agree to and sign a plan listing specific behaviors expected, rewards for meeting them, and consequences if they're broken.

Behavior & Emotional Regulation

Provide immediate verbal or non-verbal feedback on behavior and work

Your child gets quick, specific feedback (praise or correction) right when behavior or work happens, so they understand the connection immediately.

Behavior & Emotional Regulation

Use a task strip or visual schedule with preferred activity at the end

Your child sees a visual list of tasks to complete in order, with their favorite activity shown at the end, so they know what's coming and stay motivated.

Behavior & Emotional Regulation

Implement a Behavior Intervention Plan (BIP)

The school creates a detailed plan targeting your child's specific challenging behaviors, including triggers, prevention strategies, and responses that all staff will use consistently.

Behavior & Emotional Regulation

Use a pass system to allow classroom breaks without asking permission

Your child has a physical pass they can use to leave the classroom for a brief break when needed, respecting their dignity and reducing anxiety about asking permission.

Behavior & Emotional Regulation

Create meaningful classroom jobs or responsibilities for the student

Your child is given a valued responsibility (like class helper or equipment monitor) that builds confidence, provides structure, and gives them a positive role.

Behavior & Emotional Regulation

Establish clear, consistent expectations with predictable consequences

All staff use the same behavioral expectations and consequences in the same way, so your child always knows what to expect and can predict outcomes.

Behavior & Emotional Regulation

Use environmental modifications (seating, noise, lighting, movement)

The classroom is arranged to reduce distractions (like quiet seating, less visual clutter, or near movement areas) so your child can focus and regulate behavior better.

Behavior & Emotional Regulation

Allow movement breaks or fidget tools to manage restlessness

Your child can take short movement breaks, use a fidget tool, or stand/move while working to help them focus and regulate their energy.

Behavior & Emotional Regulation

Ignore minor, non-disruptive behaviors (e.g., fidgeting, movement)

Teachers overlook small, harmless behaviors like fidgeting so your child can stay in class and learn; they focus on correcting only truly disruptive behavior.

Behavior & Emotional Regulation

Request parental reinforcement of school-based behavior goals at home

The school sends home reports of your child's behavior and goals so you can reinforce the same expectations at home, creating consistency between school and home.

Behavior & Emotional Regulation

Link behavior and learning activities to family routines and contexts

Teachers connect school lessons and behavior strategies to things your child does at home (bedtime routines, meals, family activities) to improve transfer and understanding.

Behavior & Emotional Regulation

Provide sensory breaks or sensory diet activities throughout the day

Your child gets scheduled breaks to engage in sensory activities (like swinging, deep pressure, or quiet time) that help calm and organize their nervous system.

Behavior & Emotional Regulation

Use visual supports (charts, symbols, schedules) to show expectations

Your child sees picture schedules, visual behavior charts, or symbol cards that show what's expected, what comes next, and how to earn rewards.

Behavior & Emotional Regulation

Use a structured communication system (home-school journal or app)

School and home share daily reports (in a notebook or app) about your child's behavior and progress so everyone stays informed and on the same page.

Behavior & Emotional Regulation

Modify school rules that may unfairly impact your child's disability

If a school rule conflicts with your child's disability (like a 'no fidgeting' policy for an ADHD student), the school adjusts the rule to ensure equal access.

Behavior & Emotional Regulation

Teach specific social skills and emotional regulation strategies

Teachers explicitly teach your child skills like recognizing emotions, using calming techniques, and responding appropriately in social situations.

Behavior & Emotional Regulation

Use frequent praise and specific positive reinforcement for effort

Teachers give your child frequent, specific praise (e.g., 'Great job staying seated during math') to reinforce effort and build confidence.

Behavior & Emotional Regulation

Allow extended processing time before responding to questions

When the teacher asks your child a question, they give extra time before expecting an answer, respecting their need to process and reducing anxiety.

Behavior & Emotional Regulation

Provide advance notice of transitions and schedule changes

Your child gets a warning before transitions (e.g., 'We're switching to math in 2 minutes') or learns about schedule changes ahead of time to prevent meltdowns.

Behavior & Emotional Regulation

Implement restorative practices or problem-solving conferences

When behavior problems occur, staff and your child meet to discuss what happened, why, and how to fix it, building accountability and problem-solving skills.

Behavior & Emotional Regulation

Use positive peer supports and cooperative learning structures

Your child learns in structured small groups with classmates, practicing social skills and receiving natural peer support in a controlled setting.

Behavior & Emotional Regulation

Provide preferential seating near teacher or instruction area

Your child will sit in a location chosen to help them learn best—typically closer to the teacher or board—so they can see, hear, and focus better.

Classroom Environment & Seating

Seat student away from distracting elements (doors, windows, speakers)

Your child will be positioned away from high-traffic areas and noises so they can concentrate without being disrupted by movement or sounds.

Classroom Environment & Seating

Provide a study carrel or desk divider for focus support

Your child will have a three-sided visual barrier at their desk to block distracting sights and help them concentrate on their work.

Classroom Environment & Seating

Reduce visual distractions in the classroom (limit posters, clutter)

The teacher will minimize unnecessary posters, decorations, and clutter in the classroom to reduce visual overstimulation that can distract your child.

Classroom Environment & Seating

Provide a quiet corner or calm-down space in the classroom

Your child has access to a designated quiet area where they can go when overwhelmed or overstimulated to regain focus and calm down.

Classroom Environment & Seating

Allow extra personal space between student's desk and others

Your child's desk will be spaced farther apart from nearby students to reduce sensory overwhelm and physical discomfort in crowded environments.

Classroom Environment & Seating

Allow student to leave class 2-3 minutes early to avoid crowded hallways

Your child can exit the classroom a few minutes before the bell so they avoid the chaos of crowded hallways, which helps reduce anxiety and sensory overload.

Classroom Environment & Seating

Assign fixed seating in classroom, lunch, and other settings

Your child will have the same assigned seat in each setting (classroom, lunch, etc.) to reduce confusion and provide structure and predictability.

Classroom Environment & Seating

Partition classroom into zones (instruction, activity, pathways)

The teacher will use furniture or visual markers to create separate areas for different activities, helping your child understand where to go and what to do.

Classroom Environment & Seating

Minimize auditory distractions during instruction time

The teacher will keep the classroom quiet during key learning times so your child can focus without background noise interfering with instruction.

Classroom Environment & Seating

Keep workspace clean and organized with only needed materials

The teacher will ensure your child's desk contains only the materials needed for the current task, reducing clutter and visual overwhelm.

Classroom Environment & Seating

Provide preferential seating for optimal hearing/auditory access

Your child will sit in a position that gives them the best access to the teacher's voice and hearing aids, often near the speaker and away from background noise.

Classroom Environment & Seating

Allow movement breaks and use of flexible seating options

Your child can move to different seating positions (standing desk, wobble cushion, bean bag) or take brief movement breaks to help them focus and manage restlessness.

Classroom Environment & Seating

Provide assistance with transitions between classrooms/spaces

An adult will help your child move between classrooms and around the building, providing guidance and reducing anxiety about transitions and crowded hallways.

Classroom Environment & Seating

Designate a specific area for teacher-led instruction

The teacher will use a consistent location for delivering lessons so your child knows where to look and attend when instruction is happening.

Classroom Environment & Seating

Reduce overall sensory input in learning environment

The classroom will have reduced bright lighting, limited loud noises, and fewer strong smells to prevent sensory overload that interferes with your child's learning.

Classroom Environment & Seating

Provide structured classroom management with clear expectations

The teacher will establish and consistently enforce clear classroom rules and routines so your child understands what is expected and feels secure.

Classroom Environment & Seating

Use visual supports and labeled spaces in the classroom

The classroom will use pictures, signs, and color-coding to help your child understand where materials are, where activities happen, and what comes next.

Classroom Environment & Seating

Assign classroom helper or peer buddy to support navigation

Your child will have a peer buddy or classroom helper to assist them during transitions, unstructured times, and when navigating social situations.

Classroom Environment & Seating

Provide a personal item or comfort object during transitions

Your child may keep a comfort item (toy, fidget, photo) at their desk or carry it during transitions to help them feel secure and manage anxiety.

Classroom Environment & Seating

Use noise-reducing headphones or earplugs during independent work

Your child can wear noise-canceling headphones or earplugs during independent work to block out distracting sounds and help them concentrate.

Classroom Environment & Seating

Implement consistent classroom layout to reduce confusion

The teacher will keep furniture and materials in the same places so your child knows where to find everything and can navigate independently with confidence.

Classroom Environment & Seating

Provide assignment book or planner for tracking due dates and tasks

Your child will use a planner or assignment book to write down homework and due dates so they remember what needs to be done and when.

Organization & Executive Functioning

Use color-coded folders and materials for each subject or class

Your child will use different colored folders for each subject (like a red folder for math, blue for reading) to help them organize and find materials quickly.

Organization & Executive Functioning

Provide graphic organizers for note-taking and planning

Your child will use a structured graphic organizer (like a web or chart) to organize ideas and information during lessons instead of starting with a blank page.

Organization & Executive Functioning

Provide advance organizers at the start of lessons

The teacher will give your child an overview or outline of what the lesson will cover before it starts, so your child knows what to expect.

Organization & Executive Functioning

Break long-term assignments into milestone checklists with due dates

Instead of one big due date, your child will get a project broken into smaller steps with mini-deadlines so they don't feel overwhelmed.

Organization & Executive Functioning

Provide checklists for multi-step tasks or assignments

Your child will get a numbered checklist of steps to follow for assignments so they can check off each part as they finish it.

Organization & Executive Functioning

Support desk and locker organization with supplies or labels

The school will help your child organize their desk or locker with bins, labels, or dividers so materials are easy to find.

Organization & Executive Functioning

Use visual aids to show how ideas and steps are related

The teacher will draw arrows or use flow charts on the board to show how information connects, making it easier for your child to understand.

Organization & Executive Functioning

Arrange check-in times to review the day's tasks and priorities

Your child will have a scheduled time each day (like morning or lunch) to check in with a teacher or counselor about what they need to get done.

Organization & Executive Functioning

Provide study guides or sheets to organize material for exams

The teacher will give your child an organized study guide that shows what information will be on the test and how it's organized.

Organization & Executive Functioning

Establish regular home-school communication about assignments and progress

The school will check in with you regularly (by email, phone, or app) to update you on your child's assignments and how they're doing.

Organization & Executive Functioning

Use a key lock for locker instead of combination lock

Your child will use a key lock on their locker instead of a combination lock, which is easier and faster to open.

Organization & Executive Functioning

Allow early dismissal to reach locker and next class without rushing

Your child will be excused from class a few minutes early so they have time to go to their locker and get to their next class without feeling rushed.

Organization & Executive Functioning

Assign preferential locker location near classrooms or main areas

Your child's locker will be placed in a convenient location close to their classrooms so they don't have to walk far between classes.

Organization & Executive Functioning

Number and sequence task steps on assignments or worksheets

Instructions will be numbered in order (1, 2, 3) so your child knows exactly what to do first, second, and third.

Organization & Executive Functioning

Provide a to-do list or visual checklist of daily tasks

Your child will have a simple to-do list posted where they can see it, and they'll check off each task as they complete it.

Organization & Executive Functioning

Teach and reinforce organizational and study skills explicitly

The teacher will directly teach your child how to organize materials, take notes, study for tests, and manage time—not just assume they know how.

Organization & Executive Functioning

Have parents preview or review lesson materials before instruction

You'll receive lesson materials before class so your child can preview them at home, which helps them follow along better in class.

Organization & Executive Functioning

Provide a structured time block to organize and sort materials

Your child will have a regular time each day to organize their desk, clean out their backpack, and sort papers into folders.

Organization & Executive Functioning

Use a calendar to show long-term project timelines and milestones

For big projects, your child will get a calendar showing each step, when it's due, and how long they have to work on it.

Organization & Executive Functioning

Use a home-school communication program or app to track assignments

The school will use an app or online system to share assignments and due dates with you and your child in one place.

Organization & Executive Functioning

Provide a visual daily schedule or routine posted in the classroom

Your child will see a picture or word chart showing what happens during the day (math time, lunch, recess) so they know what to expect.

Organization & Executive Functioning

Allow use of digital tools (apps, timers) for time management

Your child can use a phone alarm, timer app, or digital reminder to keep track of time and when tasks are due.

Organization & Executive Functioning

Provide written instructions in addition to verbal directions

Your child will get written instructions on the board or on paper along with the teacher saying the directions out loud.

Organization & Executive Functioning

Use a binder organization system with dividers and labels

Your child will organize their papers into a binder with tabs and labels for each subject so everything stays in one place.

Organization & Executive Functioning

Allow use of manipulatives (blocks, counters, base-10 sets) during lessons

Your child uses hands-on materials like blocks or counters to visualize math problems and understand how numbers work together.

Math Support

Provide enlarged or large-print manipulatives for better visibility

Your child gets bigger, easier-to-see manipulatives so they can handle and count materials more independently during math lessons.

Math Support

Provide separate, distraction-free testing room

Your child takes math tests in a quiet, separate room away from other students to minimize distractions and anxiety.

Math Support

Use multi-sensory activities (counting with objects, rhythm, movement)

The teacher uses hands-on, movement-based activities to teach math concepts, which helps your child focus and remember better.

Math Support

Provide highlighter or color-coded sections for multi-step problems

The teacher marks different parts of a problem in different colors so your child can see which steps to follow in order.

Math Support

Allow use of touch-based manipulatives or sensory fidgets during math

Your child can touch, count, or manipulate objects or fidgets while learning math to help them focus and process information.

Math Support

Provide clear, consistent symbols and notation key for math

The teacher explains and displays a chart showing what each math symbol means so your child doesn't get confused by different ways of writing operations.

Math Support

Use number cards or die with adapted numbers for games and practice

The teacher uses math games with cards or dice to make practice fun and engaging while your child builds fluency with facts or concepts.

Math Support

Teach explicit social skills instruction (friendship, conversation, problem-solving)

Your child will receive direct, structured lessons on how to make friends, take turns in conversation, and handle conflicts—skills they may not pick up naturally.

Social Skills & Peer Support

Provide social stories before new or challenging social situations

Your child will read or listen to a simple story describing what will happen in a social situation (like lunch or a field trip) so they know what to expect and how to behave.

Social Skills & Peer Support

Assign a peer buddy for unstructured times (recess, lunch, transitions)

Your child will be paired with a kind classmate during less structured times to help them join activities, navigate social situations, and feel included.

Social Skills & Peer Support

Facilitate peer tutoring or structured partner work

Your child will work regularly with a peer who can model good behavior and academic skills while strengthening their working relationship.

Social Skills & Peer Support

Provide structured cooperative learning activities instead of competitive games

Your child will do group projects where everyone wins together rather than games where there are winners and losers, reducing anxiety and increasing teamwork.

Social Skills & Peer Support

Deliver peer awareness or disability education to classmates

The teacher will explain your child's disability and needs to classmates in age-appropriate ways so peers understand and are more accepting and helpful.

Social Skills & Peer Support

Use role-playing and problem-solving practice for social scenarios

Your child will practice handling real social situations (joining a group, dealing with rejection, asking for help) through role-play to build confidence before facing them.

Social Skills & Peer Support

Facilitate structured social skills groups with adult support

Your child will attend a small group session led by a school counselor or specialist where they practice social skills with peers in a safe, guided setting.

Social Skills & Peer Support

Redesign recess and group activities to align with IEP social goals

Adults will intentionally structure recess and group activities to give your child practice with specific social skills they're working on.

Social Skills & Peer Support

Provide adult-led structured recess activities to boost peer interaction

Instead of just free play, an adult will lead organized games and activities during recess to help your child connect with peers and practice social skills.

Social Skills & Peer Support

Assign a 1:1 peer support or buddy with adult check-ins

Your child will be paired with a supportive peer, and an adult will regularly check in to make sure the partnership is working and helping both students.

Social Skills & Peer Support

Use peer modeling to demonstrate appropriate play and interaction

Your child will watch classmates demonstrate how to play appropriately or interact kindly, then copy those behaviors with adult support.

Social Skills & Peer Support

Teach and reinforce conversational turn-taking skills

Your child will practice the back-and-forth rhythm of conversation—listening, waiting their turn, and responding—through structured lessons and coaching.

Social Skills & Peer Support

Create planned, purposeful peer groupings for academic and social learning

The teacher will intentionally pair or group your child with specific classmates who are kind, supportive, and a good match for learning together.

Social Skills & Peer Support

Provide opportunities for your child to help and support other students

Your child will be given chances to tutor, mentor, or assist other students, building confidence, social connection, and a sense of contribution.

Social Skills & Peer Support

Teach negotiation and conflict-resolution skills explicitly

Your child will learn specific steps for handling disagreements with peers—like listening, proposing compromises, and asking for help—to reduce conflicts.

Social Skills & Peer Support

Use visual supports (schedules, cue cards) to prompt social behavior

Your child will have picture cards or written reminders about expected social behavior (e.g., 'Wait your turn,' 'Use a quiet voice') they can see throughout the day.

Social Skills & Peer Support

Allow facilitation and prompting during social interactions (without forcing)

An adult will gently remind and encourage your child to use social skills in the moment (like 'Say hello'), but won't force interaction if your child needs a break.

Social Skills & Peer Support

Teach self-advocacy skills to request help and communicate needs

Your child will learn how to ask for help, tell adults when something is wrong, and explain their needs to peers—skills they'll use their whole life.

Social Skills & Peer Support

Practice self-advocacy in realistic situations before transition to new settings

Before your child moves to middle school, high school, or after graduation, they will role-play asking teachers and adults for needed accommodations or support.

Social Skills & Peer Support

Encourage but do not force eye contact; respect individual comfort

Your child will not be required to make eye contact, since forcing it can disrupt their thinking and increase anxiety—teachers will accept other signs of attention.

Social Skills & Peer Support

Focus on social process (listening, turn-taking) over activity outcome

During group activities, the teacher will care more about your child practicing good teamwork and communication than about winning or finishing perfectly.

Social Skills & Peer Support

Provide sensory breaks before and after intense social activities

Your child will get a quiet break before group activities to prepare and afterward to recover, helping them stay calm and engaged.

Social Skills & Peer Support

Teach and practice emotional regulation and anger management techniques

Your child will learn specific ways to calm down when frustrated or angry (deep breathing, counting, leaving the situation) so social situations go more smoothly.

Social Skills & Peer Support

Create a safe, designated space for your child to take social breaks

Your child can go to a quiet area when overwhelmed by social interaction, with the understanding that they'll rejoin the group when ready.

Social Skills & Peer Support

Use positive reinforcement and praise for specific social successes

When your child shows good social behavior (sharing, listening, including someone), adults will point it out immediately with specific praise to build confidence.

Social Skills & Peer Support

Vary peer groupings regularly to expand social connections

Your child will work with different classmates throughout the year to practice social skills with a wider group and develop multiple friendships.

Social Skills & Peer Support

Teach and reinforce perspective-taking and empathy skills

Your child will learn to understand how others feel and think, with lessons on recognizing emotions, understanding different viewpoints, and showing kindness.

Social Skills & Peer Support

Use video modeling to teach appropriate social and behavior skills

Your child will watch short videos of appropriate social behavior and then practice doing the same thing with support.

Social Skills & Peer Support

Establish a clear behavior expectations anchor chart or visual checklist

Your child will have a visible chart showing what good behavior and social skills look like, so they can check themselves and remember expectations.

Social Skills & Peer Support

Reduce class size or pull-out groups for intensive social skills instruction

Your child will receive social skills training in a small group or 1:1 setting where there are fewer distractions and more personalized coaching.

Social Skills & Peer Support

Provide transition warnings and supports before social activities change

Your child will get a heads-up before recess ends, lunch starts, or the classroom activity switches, giving them time to adjust to the social change.

Social Skills & Peer Support

Use social contracts or agreements to clarify peer expectations

Your child and their peer buddy will create a simple agreement about how they'll treat each other and what they'll do together, making expectations clear.

Social Skills & Peer Support

Teach specific communication strategies for joining group activities

Your child will learn exact words and phrases to use when approaching peers ('Can I play?' 'What are you playing?' 'Can I join?') and practice them.

Social Skills & Peer Support

Monitor and adjust social groupings based on progress toward IEP goals

The team will regularly check how your child is doing socially and change peer groupings or strategies if progress isn't happening.

Social Skills & Peer Support

Coordinate social skills practice across home, school, and community

Teachers will send home activities and tips so you can practice social skills with your child at home and in the community, reinforcing what they learn at school.

Social Skills & Peer Support

Allow noise-canceling or noise-reducing headphones during work and testing

Your child can wear headphones to block out distracting sounds in the classroom or during tests, so they can concentrate better.

Sensory & Movement Needs

Allow fidget tools or sensory objects during instruction and testing

Your child can use fidgets (like stress balls or spinners) to help them stay calm and focused while learning or taking tests.

Sensory & Movement Needs

Provide frequent movement breaks throughout the day

Your child gets scheduled breaks to move around and stretch—either by walking in the halls, doing exercises, or running an errand—to help them refocus.

Sensory & Movement Needs

Allow flexible seating options (wobble stools, standing desks, rockers)

Your child can sit on a special seat that moves (like a wobble stool) or stand at a desk instead of sitting still in a regular chair.

Sensory & Movement Needs

Provide access to a designated sensory or calming room

Your child can go to a quiet, safe space when overwhelmed—with soft lighting, cushions, and calming items—to regulate their senses.

Sensory & Movement Needs

Use a pass system to allow frequent bathroom or movement breaks

Your child has a special pass they can use to take bathroom breaks or walk to the office without asking permission each time.

Sensory & Movement Needs

Reduce or minimize background noise and visual distractions

The teacher will minimize classroom noise and clutter—like turning off background music or keeping the room quieter—so your child can focus.

Sensory & Movement Needs

Provide a preferential or separate seating location away from distractions

Your child sits in a location chosen to reduce distractions—away from high-traffic areas, windows, or peers who are disruptive.

Sensory & Movement Needs

Allow use of weighted vests, blankets, or lap pads for deep pressure input

Your child can wear a weighted vest or use a weighted lap pad to feel calm and grounded through gentle pressure.

Sensory & Movement Needs

Adjust classroom lighting (reduce fluorescent lights, use softer lighting)

The classroom lighting is adjusted for your child—like using softer bulbs or reducing bright fluorescent lights to avoid sensory overload.

Sensory & Movement Needs

Provide access to movement equipment (rocking chair, trampoline, exercise bike)

Your child has access to movement equipment in the classroom or sensory room to help them regulate their energy and mood.

Sensory & Movement Needs

Allow sensory diet activities (vestibular, proprioceptive, or tactile input)

Your child does planned sensory activities—like swinging, jumping, squeezing, or rubbing different textures—to help regulate their nervous system.

Sensory & Movement Needs

Reduce sensory stressors during meals (quieter lunch space, fewer people)

Your child eats in a quieter, calmer lunchroom environment—or a separate space—to reduce overwhelming sights, sounds, and smells.

Sensory & Movement Needs

Allow frequent hand-washing or sensory cleansing breaks

Your child can take breaks to wash their hands or use sensory-friendly cleansing activities when they feel the need.

Sensory & Movement Needs

Provide alternatives to hand-raising (cards, hand signals, written responses)

Your child can answer questions using cards, written notes, or hand signals instead of raising their hand verbally.

Sensory & Movement Needs

Allow movement pass for walking in hallways or outdoor time when needed

Your child can take a pass to walk around the building or go outside when they need to move and decompress.

Sensory & Movement Needs

Provide scent-free classroom environment (minimize perfumes, scented products)

The classroom is kept scent-free—staff and students avoid strong perfumes, air fresheners, and scented products that bother your child.

Sensory & Movement Needs

Allow access to tactile materials and textures for exploration and regulation

Your child can touch and explore different textures—like sand, fabric, clay—to help them learn and stay calm.

Sensory & Movement Needs

Provide sensory breaks using proprioceptive activities (pushing, pulling, carrying)

Your child takes sensory breaks doing heavy work—like carrying books, pushing chairs, or squeezing stress balls—to feel grounded.

Sensory & Movement Needs

Allow transition warnings and advance notice before changes in routine

Your child is given a heads-up (5-10 minutes ahead) before transitions—like moving to a new activity or class—to prepare mentally.

Sensory & Movement Needs

Provide time-timer or visual schedule to support transition between activities

Your child uses a visual timer or schedule to understand how long an activity lasts and what comes next, reducing anxiety.

Sensory & Movement Needs

Allow private space for communication or testing (separate room or partition)

Your child can work in a quiet, separate area during tests or conversations to reduce sensory overwhelm and distractions.

Sensory & Movement Needs

Provide access to chewable items or oral sensory tools (safe chew necklaces)

Your child can wear a safe chewing necklace or use oral sensory tools (like rubber tubing) to self-regulate through chewing.

Sensory & Movement Needs

Reduce class size or allow 1:1 instruction in less-restrictive sensory environment

Your child receives instruction in a smaller group or one-on-one setting to reduce sensory and social overwhelm.

Sensory & Movement Needs

Allow use of ear plugs or custom earplugs during loud activities

Your child can wear earplugs during loud events (assemblies, lunchtime) to protect against sensory overload.

Sensory & Movement Needs

Provide modified seating during assemblies or large group activities

During assemblies or large gatherings, your child sits in a designated area—like the back or side—to avoid crowds and noise.

Sensory & Movement Needs

Allow fidget breaks during long instruction periods or transitions

Your child gets short breaks to use fidgets or move between lessons to help reset their attention and calm their body.

Sensory & Movement Needs

Provide access to a quiet work area separate from classroom activities

Your child can work in a separate quiet space (like a reading corner or resource room) when whole-class activities are too distracting.

Sensory & Movement Needs