If you've ever walked out of an IEP meeting and later discovered an accommodation that would have been perfect for your child — one no one mentioned — you're not alone. Schools operate within tight budgets and staff constraints. Not everything that might help is automatically on the table. That's why knowing what to ask for is so important.
1. Flexible Seating or Movement Breaks
For students with ADHD, sensory processing differences, or anxiety, sitting still for long periods can actively interfere with learning. Flexible seating (standing desks, wobble chairs, floor cushions) or scheduled movement breaks aren't just comfort measures — they're evidence-backed accommodations that improve focus and behavior. Many parents don't know this is something they can formally request.
2. Preferential Testing Conditions
Extended time gets most of the attention — but the testing environment itself can be just as important. A small group setting, a separate room, or even testing at a specific time of day (for students whose medication or energy levels fluctuate) can be written into the plan. If your child does markedly better in low-stimulation environments, ask specifically for this.
3. Scribe or Speech-to-Text Services
For students whose writing difficulties are separate from their intellectual abilities — dysgraphia, fine motor delays, expressive language disorders — having a scribe or access to speech-to-text technology can be the difference between a student who can demonstrate what they know and one who can't. This is different from extended time and should be requested separately.
4. Advance Notice of Schedule Changes
For many students with autism, anxiety, or trauma histories, unexpected schedule changes can trigger significant distress that derails the entire day. A simple accommodation — the teacher or staff member notifying the student in advance of any change — costs nothing and can prevent major disruptions. This is often overlooked because it seems too simple.
- Notify student 24 hours before schedule changes when possible
- Provide a visual schedule that's updated in real time
- Assign a 'go-to' adult the student can check in with during transitions
- Allow the student to preview new environments or classrooms before transitions
5. Check-In / Check-Out (CICO) Support
CICO is a structured behavioral support system where a student checks in with a designated adult at the start and end of each school day. It provides predictability, accountability, and a trusted relationship — and research consistently shows it reduces behavioral incidents and improves academic engagement. It can be written directly into an IEP or 504 as a support.
"The best accommodation is the one that removes the barrier specific to your child — not the one that's easiest to offer."
How to Ask for What You Need
When requesting an accommodation, frame it around function: describe what's happening (the barrier), what you've observed at home or heard from teachers, and what specific support would address it. The team is more likely to agree when the request is concrete and connected to your child's documented needs. Bring examples. Bring data if you have it. And remember — you don't have to accept 'we don't do that here' as a final answer.