95 Common IEP Accommodations for Autistic Students

This list of 95 common IEP accommodations can be used in a few ways.

1. To support special education teachers: Use this list as a reference when writing IEPs to ensure you’re considering a wide range of accommodations for every student.
2. To share with general education teachers: Share this list with general education teachers as a quick reference to support the inclusion and success of students with IEPs in their classrooms.
3. For team collaboration: Bring this list to IEP meetings to facilitate discussions and identify the best accommodations for each student’s unique needs.

The accommodations are broken down into the following categories:

• Sensory
• Executive Functioning
• Academic
• Communication
• Social and Emotional
• Behavioral
• Environmental

Some accommodations may fall under multiple categories. These accommodations are commonly used to support autistic students but are not exclusive to them or exhaustive of their needs. You can access the downloadable version here.

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Sensory Accommodations

• Provide fidget tools for regulation
• Allow flexible seating (e.g., wobble stools, bean bags)
• Provide noise-canceling headphones or concert earplugs
• Designate a sensory break space
• Provide calming tools like weighted blankets or stress balls
• Adjust lighting (e.g., lamps, natural light)
• Allow sunglasses or hats indoors
• Schedule or allow sensory breaks as needed
• Eliminate strong-smelling materials
• Provide textured or sensory-friendly supplies
• Allow standing or movement during lessons
• Make dress code exceptions for sensory needs

Executive Functioning Accommodations

• Provide extended time on tasks
• Use timers for task management
• Chunk assignments into smaller steps
• Assign priority seating near the teacher
• Provide checklists for multi-step tasks
• Offer written and verbal instructions
• Provide access to a homework planner or app
• Schedule regular teacher check-ins
• Provide graphic organizers for planning and writing
• Use visual aids for organization (e.g., color-coded folders)
• Pre-teach new material before lessons
• Allow flexible deadlines
• Send deadlines and reminders home
• Maintain visual task boards
• Provide assistive technology (e.g., text-to-speech software)

Academic Accommodations

• Provide extra time on assignments or assessments
• Offer word banks for tests or essays
• Provide written and verbal instructions
• Chunk information into smaller, manageable pieces
• Use visual aids to support learning
• Provide copies of teacher notes
• Highlight key information in handouts
• Provide text-to-speech or speech-to-text software
• Allow use of tablets, laptops, or other devices
• Provide audiobooks or digital versions of textbooks
• Offer writing assistance tools (e.g., Grammarly)
• Repeat or re-teach key concepts as needed
• Schedule frequent check-ins for understanding
• Read tests aloud or provide them in audio format
• Reduce the number of questions on assignments or tests
• Provide large print materials as needed
• Allow access to calculators
• Allow oral responses instead of written ones
• Provide graphic organizers for writing and planning tasks
• Break long assignments into smaller parts
• Provide alternative assessments to demonstrate knowledge
• Accept typed assignments instead of handwritten ones
• Allow flexible deadlines or extended time
• Provide outlines, templates, or sentence starters
• Offer rubrics or checklists for assignments

Communication Accommodations

• Provide AAC devices or communication boards
• Allow extra time for processing and responding
• Rephrase instructions as needed
• Use visual schedules or communication systems (e.g., PECS)
• Encourage gestures or pointing to communicate
• Offer alternative participation in group discussions
• Provide sentence starters for speaking or writing
• Role-play scenarios to practice communication skills
• Assist with interpreting nonverbal cues
• Offer alternatives to oral presentations
• Provide scheduled time for practicing communication skills
• Use visual supports for oral instructions

Social and Emotional Accommodations

• Provide access to a trusted adult for check-ins
• Pair students with peer buddies or mentors
• Use social stories to prepare for new or challenging situations
• Schedule regular counseling check-ins
• Structure group activities for peer engagement
• Reduce or modify participation in competitive activities
• Provide SEL support through small group lessons
• Schedule sensory or movement breaks
• Use signals for requesting help or breaks
• Allow breaks for mindfulness or calming techniques
• Provide tools like stress balls or calming apps
• Create a safe space to discuss feelings or challenges

Though not an accommodation, Ava by Social Cipher is an interactive online SEL game and curriculum that serves as a valuable tool to support students in progressing toward their social and emotional IEP goals. 

Behavioral Accommodations

• Use nonverbal cues for redirection
• Provide a structured schedule with minimal surprises
• Offer a safe space for self-regulation
• Gradually transition between activities
• Allow self-regulation tools (e.g., stress balls)
• Schedule proactive teacher check-ins
• Display clear and consistent rules visually

Environmental Accommodations

• Assign seating based on sensory needs
• Allow flexible seating options (e.g., bean bags, standing desks)
• Provide noise-canceling headphones during loud events
• Designate spaces for breaks or sensory regulation
• Seat students away from windows or busy areas
• Adjust lighting, noise levels, or temperature for comfort
• Reduce visual clutter in the classroom
• Provide alternative spaces for recess or assemblies
• Assign lockers near the classroom for quick access
• Use visual schedules to support transitions
• Allow standing or movement during instruction
• Allow use of quiet fidgets (e.g. Calm Strips, bubble poppers)
• Permit water bottles or snacks as needed

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