The Accommodations List (504 and IEP) (Free Printable)

A free printable read against IDEA and Section 504, written to help you walk in prepared. Last reviewed July 19, 2026. Read against Section 504 of the Rehabilitation Act, 34 CFR Part 104. Jump to sources

What is the Accommodations List (504 and IEP)?

School accommodations change how a student accesses instruction and shows what they know, without changing what they're expected to learn. This printable groups the most common, non-proprietary accommodation options into five categories so you can circle the ones that match what you see at home and bring them to the team as a starting point for discussion.

How to use this printable. These are accommodation options to discuss with your child's IEP or 504 team, not a list any school is required to adopt and not medical, legal or educational advice. The team decides what fits your child from the evaluation.

A flat illustration of a long list sheet with a column of small checkboxes and three gold ticks spaced among them

How to use it

Circle or highlight the items that sound like your child, then bring the sheet to your meeting as a starting point for discussion, not a demand list. The team looks at the evaluation to decide what your child actually needs; this printable just helps you walk in with language ready.

What is on the printable

Circle the ones that match your child and bring them to the team as a starting point, not a demand list.

Presentation

Directions given one step at a time, repeated or written down
A printed copy of board notes or a study guide
Text read aloud or provided in audio format
Larger print, a visual schedule or a graphic organizer for new material

Response

Extended time for writing tasks
The option to type instead of handwrite
Verbal answers accepted in place of written ones for some assignments
Use of a calculator, spell-checker or word bank where it doesn't change what's being measured

Setting

Seating away from high-traffic areas or distractions
A small-group or separate setting for tests
A quiet space available for breaks or to reset

Timing and Scheduling

Extended time on tests and quizzes
Short movement breaks between tasks
A predictable daily schedule with advance notice of changes
Assignments broken into smaller chunks with individual due dates

Organization and Materials

A checklist or planner for assignments, checked by an adult
A second set of textbooks kept at home
A designated adult who checks in on organization and materials

Any of these can sit in a 504 plan or in an IEP. A 504 plan is typically the instrument when a child needs accommodations but not specialized instruction; an IEP applies when the child needs specialized instruction too. Which one fits your child and which specific accommodations belong in it are both decisions the team makes from the evaluation. The IEP vs 504 guide explains the difference between the two in plain language.

The sheet that pairs with this one. This list is the menu of options to weigh. The IEP and 504 cheat sheet is its companion: one page of the terms, the core parent rights and the federal deadlines, so the words being used across the table are not the thing slowing you down.

The IEP and 504 Command Center shown across a tabbed binder, a desktop screen, a laptop open at the member dashboard, a tablet holding a pre-written letter, a phone showing a meeting-day checklist and printed tracker and notes pages

From the team behind this library

The IEP & 504 Command Center

This printable is the map. The Command Center is the done pieces: The Command Binder System, The Letter Library, The Meeting Script Deck, The Score-Your-IEP Self-Review, The Plain-Language Rights Cheat Sheet, so you walk in organized, working from the same paperwork the team has.

See the Command Center One-time $27. Yours to keep. 60-day money-back guarantee.

Questions parents ask

Is this the complete list of every possible accommodation?

No. This covers the most common, widely used options across the standard presentation, response, setting and timing categories. Your child's team may consider accommodations specific to a condition or a subject area that aren't listed here; the by-need printables cover a few of the most common ones in more depth.

Can I request all of these at once?

You can bring any of them to the conversation, but the team decides what your child actually needs based on the evaluation. A shorter list of accommodations that are actually used and monitored usually serves a child better than a long list that's hard to track.

What's the difference between an accommodation and a modification?

An accommodation changes how a student accesses material or shows what they know, without changing the expected learning standard, such as extra time on a test. A modification changes what's being taught or expected, such as a shorter assignment covering less content. Most accommodations lists, including this one, focus on accommodations rather than modifications.

The category taxonomy (presentation, response, setting, timing and scheduling) is the standard non-proprietary accommodation framework referenced across special-education resources; it is not itself a regulatory requirement, so no single accommodation on this list is guaranteed or required for any child.

Sources

What the facts on this page come from

Section 504 of the Rehabilitation Act, 34 CFR Part 104 (regular or special education and related aids and services) www.ecfr.gov/current/title-34/subtitle-B/chapter-I/part-104
Section 504, 34 CFR 104.35 (evaluation and placement procedures, drawing from a variety of sources) www.ecfr.gov/current/title-34/subtitle-B/chapter-I/part-104/subpart-D/section-104.35

Last reviewed July 19, 2026. That is the day this page was last read against the sources above, not the day the site was rebuilt. How this library is verified

This page is general educational information for parents, not legal or educational advice. It does not tell any family what to do. Every example here is a starting point to discuss and adapt with your child's IEP or 504 team, which decides what fits your child from the evaluation. Confirm anything time-sensitive with your school or district. For a genuinely contested situation, a special education advocate or an attorney who works in your state is the right person to ask.