Delaware IEP Accommodation Examples: What Strong IEP Accommodations Look Like

IEP accommodations change what the experience of school looks like for a child with a disability. They do not change the learning standards; they change the conditions under which the student accesses those standards. A student who processes language slowly does not need the content simplified — they need the conditions adjusted so they can demonstrate what they know.

The difference between a meaningful accommodation and a decorative one comes down to specificity. Vague accommodations leave teachers without guidance and leave parents without a basis for accountability. When the IEP says "provide extra time," that tells no one anything enforceable. When it says "1.5x extended time on all timed tests and quizzes, administered in the general education setting unless the standard accommodation is a reduced-distraction environment," that is a service the teacher can implement and the parent can verify.

Reading and Processing Accommodations

These accommodations address barriers for students whose disability affects decoding, reading fluency, reading comprehension, or language processing.

Strong examples:

• Text-to-speech software (e.g., Read&Write, Kurzweil 3000, or built-in iOS/Android accessibility) for all assigned readings, worksheets, and assessments with reading passages
• Audiobook format for all assigned novels and independent reading materials — district to provide digital access via Learning Ally or equivalent
• Printed materials formatted with 1.5 line spacing and minimum 14-point font on all classroom handouts
• Tests and quizzes read aloud by a proctor when TTS software is unavailable or not permitted for the specific assessment
• Pre-reading organizers provided by the teacher before each new unit (a one-page summary of what the student will read)

What to avoid: "Provide reading support as needed." This is not an accommodation. It is a gesture.

Writing and Expression Accommodations

These address barriers for students whose disability affects written expression, fine motor skills, or the physical act of writing.

Strong examples:

• Use of a word processor or tablet with spell-check enabled for all written work longer than one paragraph
• Speech-to-text software for written assignments (specify the tool and confirm the district will provide it)
• Reduced written output requirements: student demonstrates mastery of content through alternative formats (oral response, graphic organizer, bullet points) when the goal does not specifically assess writing mechanics
• Extended time of 2x for all multi-paragraph written assignments
• Graphic organizer templates provided by the teacher before any essay assignment
• Keyboarding permitted as an alternative to handwriting for all class notes and in-class writing tasks

Attention and Executive Function Accommodations

These address barriers for students with ADHD, executive dysfunction, or attention processing difficulties.

Strong examples:

• Preferential seating in the front row or in a location away from the classroom door, high-traffic areas, and peer distractions — seat location to be updated at teacher's discretion as classroom layout changes
• Chunked assignment delivery: long-term assignments broken into three or more milestones with individual due dates; teacher checks in at each milestone
• Two reminders per day from the teacher or paraprofessional regarding homework organization (once at start of day, once at end)
• Access to a fidget tool during all instructional time and assessments
• Break card system: student may request up to two 3-minute movement breaks per class period by showing a pre-agreed signal to the teacher
• Testing with extended time of 1.5x in a reduced-distraction setting with no more than five students

Math Accommodations

These address barriers for students with dyscalculia, processing difficulties, or working memory issues affecting math fluency.

Strong examples:

• Use of a calculator (specify type: basic, four-function, or scientific) on all math assessments that do not specifically assess computational fluency
• Use of a number line, multiplication chart, or fact reference sheet during class work and assessments
• Graph paper provided for all written computation work to support spatial organization
• Reduced number of problems on homework and tests — student completes the odd-numbered problems; teacher selects representative sample to assess full range of skills
• Formula sheets provided on all assessments that include algebraic or geometric formulas

Organization and Memory Accommodations

These address barriers for students who struggle with organization, memory retrieval, or multi-step task management.

Strong examples:

• Teacher-provided guided notes for all lecture-based instruction — framework outline with blanks for key terms, not just a printout of the slides
• Homework recorded in the planner by the teacher or initialed each day to confirm accuracy
• Student provided with a physical copy of the daily schedule and any modifications (field trips, assemblies, schedule changes) at the start of each school day
• Verbal confirmation of all assignment details from student back to teacher before independent work begins ("tell me back what you are doing first")
• Access to a locker or desk organizer system reviewed weekly by the student and a designated staff member

Testing Accommodations

Testing accommodations are particularly critical in Delaware because they also apply to statewide assessments. Delaware's DDOE maintains an annual Accessibility Guidelines Manual that specifies which accommodations are permitted for the Delaware Comprehensive Assessment System (DCAS).

Strong examples:

• Extended time: 1.5x on all classroom tests; confirm applicability to state assessments per Delaware's Accessibility Guidelines
• Testing in a small group or separate room with no more than five students and reduced environmental distractions
• Tests administered in multiple sessions (student may stop mid-test and resume in a subsequent class period)
• Directions repeated or clarified by a proctor upon student request
• Answers dictated to a scribe for assessments requiring extended written responses (scribe to transcribe verbatim)

How to Review Your Child's Current IEP Accommodations

Pull the current IEP and go through the accommodations section systematically. For each accommodation, ask:

1. Is it specific enough that any teacher, on day one of the school year, would know exactly what to do?
2. Is there any ambiguity about when it applies (all classes? only tested subjects? only certain types of assessments)?
3. Is the district responsible for providing a tool or service (software, proctor, paraprofessional), and is that responsibility written explicitly?
4. Is there a way to verify implementation — something the parent can observe or measure?

Any accommodation that fails these questions needs to be revised at the next IEP meeting. Request specific, measurable language. If the team pushes back on the specificity, ask them to describe how any given teacher would know whether they are implementing the accommodation correctly. That question usually clarifies the conversation.

The Delaware IEP & 504 Blueprint includes a full IEP accommodations audit checklist, a guide to distinguishing accommodations from modifications, and templates for requesting specific language revisions at the annual review.

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