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

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

What is the Autism Accommodations List (504 and IEP)?

School accommodations for an autistic student often address predictability, sensory environment and communication, alongside the same presentation and timing categories every accommodations list covers. This printable groups the most common options into five categories to circle and bring to your team, written as a starting point for a conversation about your specific child, never as a profile that describes every autistic student the same way.

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. Every autistic student's needs are different.

How to use it

Circle the items that match your child's specific needs and add your own. Every autistic child's profile is different, so this list is a menu to pull from, not a description of any one child. The team decides what fits based on the evaluation.

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

  • Advance notice of schedule changes
  • A visual schedule or written agenda for the day
  • Concrete, literal language in instructions, with idioms explained or avoided

Sensory and Setting

  • Noise-reducing headphones or a quiet space available
  • Reduced fluorescent lighting or preferential seating away from bright light
  • A defined personal space or seating arrangement

Communication

  • Extra processing time before a response is expected
  • An alternative way to answer, such as typing, pointing or an AAC device, where relevant
  • Check-ins offered in the student's preferred communication style

Timing and Transitions

  • A warning before a transition, such as a timer or a visual cue
  • A consistent daily routine with advance notice of any changes
  • A break card or agreed signal the student can use to request a break

Social and Organization

  • Structured, adult-supported peer interaction time
  • A designated peer buddy or check-in adult
  • A visual or written checklist for multi-step routines
An autistic student may qualify for a 504 plan, an IEP, or both may be considered depending on whether the evaluation shows a need for specialized instruction, not just accommodations. The IEP vs 504 guide explains the difference and what each instrument covers.
A preview of the free Autism Accommodations List (504 and IEP), one printable page

Get the free Autism Accommodations List (504 and IEP) (PDF)

The most common autism accommodation options grouped by type, to circle and bring to the team.

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The IEP and 504 Command Center shown as a cover and a member area with its five parts: the Command Binder System, the Letter Library, the Meeting Script Deck, the Score-Your-IEP Self-Review and the Plain-Language Rights Cheat Sheet

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

Will every autistic student need all of these accommodations?

No. Autism affects each child differently, so this is a menu to select from based on what your child actually needs, not a fixed profile. The evaluation and the team's discussion decide what belongs in your child's specific plan.

Can sensory accommodations go in a 504 plan?

Yes. A 504 plan can include sensory-related accommodations, such as noise-reducing headphones or a quiet space, when the team agrees they help the student access the school environment. Whether a 504 plan or an IEP is the right instrument depends on whether specialized instruction is also needed.

How do I bring up communication accommodations if my child mostly communicates in a way the school hasn't seen before?

Describe specifically how your child communicates most successfully at home and ask the team how that could translate to the classroom. Bringing a specific example is more useful to the team than a general request.

Framed to avoid describing autistic students as a single profile; every category is presented as options that vary child to child.

Sources

What the facts on this page come from

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.

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