School Accommodations Library

ADHD affects executive function, sustained attention, impulse control, and working memory. The right accommodations help students access instruction without changing what they're expected to learn.

Autistic students benefit from predictability, sensory regulation, and clear communication. Accommodations should support self-regulation and reduce barriers to participation, not require masking.

Dyslexia is a neurobiological reading difference. Accommodations remove barriers so students can demonstrate what they know without being penalized for the act of decoding or spelling.

Anxiety can substantially limit a student's ability to access education. Accommodations focus on predictability, reduced public exposure, and access to coping strategies — without lowering academic expectations.

Dysgraphia affects the physical act of writing, spelling, and organizing thoughts on paper. Accommodations let students show what they know through alternate means.

Dyscalculia is a specific learning disability affecting number sense, math facts, and computation. Accommodations let students demonstrate math reasoning without being blocked by recall barriers.

SPD affects how the nervous system receives and responds to sensory input. Accommodations regulate the environment so the student can attend to learning.

OCD can significantly impact academic performance through intrusive thoughts and time-consuming compulsions. Accommodations protect learning time while supporting therapy.

Depression affects energy, concentration, motivation, and attendance. Accommodations should sustain access to education during episodes without lowering long-term expectations.

Tics are involuntary. Accommodations protect the student from punishment for tics, reduce tic-suppression fatigue, and support full participation.

APD affects how the brain interprets sound, even when hearing is normal. Accommodations reduce listening load and provide multimodal access to instruction.

2e students need both gifted enrichment and disability accommodations. Schools often miss one side. The IEP/504 must address both.

Communication differences require accommodations that don't penalize the student for slower or alternative response styles.

Executive function difficulties affect planning, working memory, time management, and self-monitoring — independent of intelligence. Targeted scaffolds make grade-level work accessible.

Trauma affects nervous-system regulation and learning capacity. Accommodations create predictability, safety, and access to regulation strategies.

Students with Down syndrome benefit from visual supports, modified curriculum, communication tools, and inclusion-focused planning.

Accommodations for cerebral palsy address physical access, assistive technology, and the energy demands of motor planning.

Accommodations for low vision and blindness ensure students can access print and digital materials and participate fully in instruction.

Accommodations ensure full access to spoken instruction through captioning, amplification, visual supports, and language services.

Selective mutism is an anxiety disorder. Accommodations remove pressure to speak in feared settings while supporting gradual progress.