About Traumatic Brain Injury (TBI) and IEP Accommodations
Traumatic Brain Injury (TBI) results from an external physical force to the head and can affect cognition, memory, attention, language, behavior, and physical functioning. The impact varies widely depending on the location and severity of the injury, and a student's needs may change significantly over time as they recover.
Accommodations for TBI often span multiple categories: extended time, reduced workload, frequent breaks, memory aids, written instructions, a quiet testing space, and flexible scheduling to account for fatigue. Students recovering from TBI may need temporary accommodations that are gradually reduced as they recover, or permanent supports for lasting effects.
Because TBI can change over time, the IEP should be reviewed more frequently than the standard annual review. Request progress monitoring and be prepared to adjust accommodations as your child's abilities improve or as new challenges emerge. What your child needs three months after the injury may be very different from what they need a year later.
Browse Accommodations by Category
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All TBI Accommodations
20 accommodations for students with TBI, with plain-English explanations for parents.
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
Provide text-to-speech software for reading assignments and assessments
Your child can listen to digital text read aloud by a computer voice, allowing them to access grade-level content while building reading skills.
Reading & Literacy
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
Allow student to type assignments instead of handwriting
Your child can use a computer or keyboard to complete writing assignments instead of writing by hand, making it easier to show what they know without struggling with penmanship.
Writing & Handwriting
Provide speech-to-text software for written assignments and assessments
Your child can speak their answers aloud and the computer converts them to typed text, so they don't have to struggle with handwriting or typing.
Assistive Technology & Communication Devices
Allow use of adapted or ergonomic keyboard and mouse for computer access
Your child uses specially designed keyboards or pointing devices that fit their physical abilities, making typing more comfortable.
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
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
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 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
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
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 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
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 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
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
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
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