What To Ask for In a 504 or IEP
Great question. It largely depends on what barriers are interfering with your child's capacity to learn in the general classroom. If they are having anxiety about taking tests the requests would be different than if they were unable to focus or if they were blind. The goal is to level the playing field so that the child with a disability has the same opportunities for learning as their peers. Remember, the school doesn't have to approve everything you ask for in a plan for accommodations, but it doesn't hurt to ask. I suggest picking your battles when possible, knowing that kids will do better when parents and teachers can communicate openly and without tension. This is not an exhaustive list, but some common accommodations that are listed in 504 or IEP plans are:
preferential seating near the teacher
use of assistive devices like augmentative communication or listening devices
computer access for writing assignments
flexible seating options (ex: wobble chairs for kids who need a lot of movement)
written and verbal instructions
behavioral reinforcements for positive/appropriate behavior
support from EIP teacher or parapro during specific subjects
additional time on tests
test-taking in small groups or in other classroom environments to minimize distractions
standardized tests read aloud
no removal of physical activity (i.e. recess) as punitive measure for academic or behavioral performance
nonverbal cues from teacher to prepare for transitions
verbal prompts from teacher to stay on task
additional time to complete assignments
repeated instructions
proximity seating near students who are on task
visual schedule
Braile, large print, audio, or digital text
alternative methods of assessment (diorama, essay, oral presentation, visual representation, electronic presentation, etc.)
quiet classroom with minimal distractions during learning time
alternative methods of instruction (written, verbal, collaborative project, small group discussion, electronic presentation)
sensory bands on student chair
directions given incrementally rather than in multi-part steps
visual timer
blanket permission for multiple bathroom breaks
study guides
choice of dictation for written assignments
fewer math problems per page
options to assist in self-regulation (sensory items, quiet corner, walk to water fountain, talk with teacher, fidgets)
visual reminders of self regulation options
choice to visit school counselor as needed
choice to visit other supportive adult in the building as reward or incentive
use of agenda or planner to record assignments
verbal prompts or reminders to record assignments
establish channels of communication between school and home
private place/time to check blood sugar or other medical need
modified schedule or partial day participation
proximity to adults during transition times
1:1 parapro for support during non-academic classes
assignments, due dates, and instructions available online
regular feedback about progress
special non-verbal signal between student and teacher when student needs support or encouragement
modified assignments for Physical Education or other non-academic classes
frequent movement breaks
modifications to social emotional curriculum to provide support in areas where student struggles
proximity seating away from students who are disruptive or distracting
supplemental home instructional materials
breaks between big or tedious assignments
written notes provided rather than the student needing to copy them
structured and consistent routines
medication administration by school nurse
promote allergen-free classroom
individual or group speech services
peer assistance with physical tasks (carrying lunch tray, carrying books)
transportation accommodations adapted to student's mobility needs or aids
If you haven't seen my previous post about what 504 and IEP plans are, and the differences between the two, you may want to go back and check it out for more context.
