The Truth About Accommodations: What’s Reasonable, What’s Not

Accommodations are supposed to level the playing field. They’re designed to give students with disabilities access to the curriculum—not special treatment, not a shortcut, just access. But many parents get confused about what’s allowed, what’s required, and when schools can say no.

After nearly 20 years of writing and implementing IEPs, I can tell you that most problems around accommodations don’t come from bad intentions. They come from mixed messages, unclear expectations, or staff who don’t fully understand what’s legally required. This article breaks it down in plain language.

What accommodations are designed to do

An accommodation changes how a student learns or shows what they know. It doesn’t change the standards or the learning goals. It removes barriers caused by the student’s disability.

Some common examples:

• Extra time on tests or assignments

• Use of a calculator

• Audiobooks or text-to-speech tools

• Breaks during instruction

• Preferential seating

• Movement or sensory tools

These accommodations are legal and appropriate when they’re tied to a documented need.

What schools are required to do

If an accommodation is listed in the IEP, it must be provided. This isn’t optional. It doesn’t depend on the teacher’s opinion or whether there’s enough staff. Once the team agrees and it’s written in the document, the school is legally required to implement it.

The team can decide not to include a requested accommodation if they believe it’s not supported by data. But once it’s written, that’s the end of the conversation. It has to happen.

You may hear a teacher say something like, “We don’t usually do that,” or “That’s not how I run my class.” That’s not a valid excuse. IEP services and accommodations take priority over classroom preference.

You can request anything, but the team decides together

As a parent, you can ask for any accommodation you believe will help. You can bring suggestions from private providers, therapists, or past schools. You can ask for something to be tried and monitored.

But the IEP team makes decisions as a group. That means a school isn’t required to add a specific accommodation just because it was requested. The school also can’t remove accommodations without your consent or without holding a meeting to review the data.

If you strongly disagree with the team’s decision, there are formal ways to resolve that. But in most cases, families make more progress by asking questions, requesting clarification, and suggesting trial periods. Those steps usually lead to agreement without turning the process into a fight.

Watch out for vague or watered-down language

Many accommodations fall apart in the classroom because they’re too vague. “Breaks as needed” means nothing if there’s no clear plan. “Preferential seating” doesn’t help unless the teacher knows what that actually looks like. “Check for understanding” needs to be written in a way that can be observed and followed.

Ask for every accommodation to be written clearly. Ask how the school will make sure all staff are aware of the plan. You can request specific examples to be added to the IEP so there’s no confusion.

The stronger the language, the more likely it will be implemented correctly. And the easier it will be to hold the school accountable if it’s not.

Accommodations are not about fairness

One of the most common excuses families hear is, “That wouldn’t be fair to the other kids.” That misses the whole point. Accommodations aren’t about giving an advantage. They’re about removing a barrier. If your child can’t access the material without a specific support, then they’re not on equal footing with their peers.

You don’t need to justify your child’s need for access. That’s already built into the law. Your role is to make sure the team understands what your child needs and is willing to follow through on what they agree to.

The “Fluff” Accommodation Trap

Here’s something that might be a bit controversial, but it’s the truth: don’t overload your child’s IEP with “fluff” accommodations—the ones that won’t really make a difference.

In middle school and high school, especially, your child will have 5 to 7 teachers. The more accommodations you request, the harder it is to get them followed consistently. If you add 9 different accommodations, but only 1 or 2 are truly needed, only those 1 or 2 will get followed, and the others will likely be ignored or forgotten. Then, you’re stuck chasing down the case manager and teachers to make sure they’re following through, which only adds to your frustration.

Instead, focus on 2 or 3 clear, targeted accommodations that directly address your child’s needs. With fewer accommodations, you increase the chances that most of your child’s teachers will follow through. The more streamlined and focused the accommodations, the easier it will be for teachers to understand and implement them.

Would you rather have 9 accommodations, with only 1 or 2 followed, or 2 or 3 targeted accommodations that all of your child’s teachers can follow? Keep it simple, and you’ll see better results.

Final word

Accommodations are not extras. They’re part of what your child is entitled to under the law. If something is agreed to in the IEP, it must happen. If it’s not being followed, speak up. If you’re unsure what your child is receiving, ask to see the data and talk to the staff delivering the service.

The families who get the most out of accommodations are the ones who stay clear, document everything, and keep the focus on the student’s actual needs. You don’t need to come in angry. You need to come in informed and ready to hold the team accountable when necessary.