Connecticut IEP and 504 Accommodations List: What Schools Must Provide

The word "accommodation" gets used loosely at PPT and 504 meetings, and that vagueness costs students services. Connecticut schools are legally required to document every accommodation in the student's IEP or 504 plan — not just offer them informally in the classroom. Understanding the difference between what counts as an accommodation, what counts as a modification, and what your district is actually obligated to track is the starting point for holding schools accountable.

Accommodations vs. Modifications: The Distinction That Matters

An accommodation changes how a student accesses the curriculum without changing what they are expected to learn. Extended time on a test is an accommodation — the student is still completing the same test.

A modification changes what the student is expected to learn or demonstrate. A reduced spelling list or an alternate assignment covering fewer concepts is a modification.

IEPs can include both accommodations and modifications. Section 504 plans almost exclusively use accommodations — if a student needs content to be altered significantly, that typically signals a need for an IEP with specially designed instruction rather than a 504 plan. Connecticut state guidance acknowledges that minor academic adjustments under a 504 plan do not automatically push a student into special education, but the line matters for how services are structured.

Common IEP Accommodations in Connecticut

The following accommodations appear frequently in Connecticut IEPs, organized by category. This is not an exhaustive list, and the right set of accommodations depends entirely on the individual student's disability and how it affects their specific learning environment.

Presentation accommodations (how instruction and assessments are delivered):

• Text-to-speech for written materials and assessments
• Preferential seating near the teacher or away from distractions
• Reduced visual clutter on worksheets and tests
• Read-aloud instructions (by a person or device)
• Large print or high-contrast materials
• Braille materials for students with visual impairments

Response accommodations (how students demonstrate knowledge):

• Extended time — typically time-and-a-half or double time on tests and assignments
• Oral responses in place of written responses
• Use of a word processor or speech-to-text software
• Graphic organizers or response templates
• Reduced answer choices on multiple-choice items

Setting accommodations (the environment where instruction or testing occurs):

• Small group or individual testing environment
• Reduced-distraction testing space
• Frequent supervised breaks during work or testing
• Flexible seating options (standing desk, fidget tools)

Scheduling and timing accommodations:

• Extended time for homework assignments
• Chunked assignments broken into smaller segments
• Flexible deadlines with teacher communication
• Preferential scheduling to avoid periods of low alertness

Organizational and behavioral accommodations:

• Daily check-in/check-out with a staff member
• Use of a visual daily schedule
• Agenda or planner monitoring by staff
• Advance notice of transitions or schedule changes
• Movement breaks at specified intervals

Common 504 Accommodations in Connecticut Schools

A Section 504 plan draws from the same pool of accommodations, but the framing and legal basis differ. Under Section 504, the student qualifies because they have a physical or mental impairment that substantially limits a major life activity — including learning, concentrating, reading, or communicating. The standard is broader than IDEA's eligibility criteria, which is why students with well-managed ADHD, anxiety, or chronic health conditions often have 504 plans rather than IEPs.

An important Connecticut-specific procedural point: when a 504 team evaluates a student's eligibility, they cannot consider mitigating measures. If a student's ADHD is well-controlled by medication, the team must evaluate the impairment as if the medication were not being taken. The same applies to hearing aids, glasses, or behavioral therapy. This rule is frequently misapplied at the district level.

Common 504 accommodations in Connecticut schools include:

• Extended time (most frequently requested for ADHD and anxiety)
• Testing in a separate location
• Preferential seating
• Permission to use noise-canceling headphones during independent work
• Unpenalized restroom access or movement breaks
• Flexible attendance or late-start provisions for students with medical conditions
• Access to water, snacks, or medication during the school day
• Reduced homework load or modified deadlines (note: this may shade into modification territory)
• Permission to use a calculator on non-calculator assessments (if included in the student's testing accommodations documentation)

The Connecticut IEP & 504 Blueprint includes a 504 Accommodation Request Blueprint template that identifies the impairment, the major life activity affected, and a targeted list of accommodations formatted for Connecticut's CT-SEDS system.

How Accommodations Get Documented in Connecticut

For students with IEPs, accommodations appear in Section 5: Supplementary Aids and Services. The IEP must specify each accommodation clearly enough that any teacher implementing the plan understands exactly what is required. Vague language — "provide support as needed" — is not a legally enforceable accommodation.

For students with 504 plans, Connecticut now uses the CT-SEDS system to document 504 plans as well. The 504 plan must list accommodations in a format that the district's SSD coordinator can sync to the state testing system (TIDE) for state assessments including the SBAC and CT SAT School Day. Accommodations that are in the plan but not submitted through TIDE before the testing window are at risk of not being applied on test day.

State Assessment Accommodations: A Separate Process

Testing accommodations for the CT SAT School Day require a separate submission by the district's SSD Coordinator through the College Board's SSD Online portal. Connecticut has a designated submission window, typically November through mid-January. If the district's SSD Coordinator does not submit accommodations within that window, the student may test without their supports.

Ask at your PPT or 504 meeting: "Has the district submitted my child's testing accommodations to the College Board or to TIDE?" Do not assume it happened automatically.

When the School Says an Accommodation "Isn't Available"

A district cannot deny an accommodation because it is inconvenient, unfamiliar to staff, or not a standard offering in the building. Under IDEA, the IEP is student-driven — if the data demonstrates a student requires a specific accommodation to access FAPE, the district must provide it regardless of internal resource constraints.

If the school tells you an accommodation "isn't offered" or "we don't do that here," ask for it to be documented in the Prior Written Notice with the district's stated reason for refusal. That PWN creates the paper trail you need for a state complaint if the refusal is unjustified.

The Connecticut IEP & 504 Blueprint provides the documentation templates and know-how to push back effectively. Get the Blueprint here.

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