Can my child get accommodations in class without an IEP or a 504 plan?

Many families wonder: Can my child get accommodations in school without an IEP or a 504 plan? It’s a good question, and the answer is yes. Students can get supports to help them learn in school, even if there’s no official plan in place. 

Teachers use many different strategies, including accommodations, to support their students. An accommodation changes how a student learns or participates in class. It removes a barrier to learning or getting work done. This might mean changing how information is presented, like using audiobooks. Or changing when a student completes assignments, like giving more time.

Official plans, like IEPs or 504s, usually include accommodations. But teachers can also use accommodations without a plan. These informal accommodations may be called “informal supports,” “classroom accommodations,” or “interventions.” 

Your child’s teacher is usually the first point of contact for getting informal supports. Typically, teachers initiate the supports on their own. But you can ask about them, too. 

Teachers monitor your child’s progress in school. They look at information from classwork and tests to find out where your child may need extra help.¹ Based on this information, teachers try different supports or recommend resources that the school has. For example, your child’s teacher might change how they teach a skill or give your child extra practice. They may reach out to you to talk about these informal supports.

But you don’t need to wait for the teacher to contact you. If you notice your child having a hard time or are worried about how they’re doing at school, reach out to the teacher to ask about supports. You can talk to the teacher by sending a note, emailing them, or asking for a meeting. Then you can discuss what you’ve seen and work together to find ways to help.

Your child’s school may use a multi-tiered system of supports (MTSS) to provide targeted help to students. You can request MTSS, or your child’s teacher might suggest it. 

Schools use MTSS to identify and support students who need help with their learning, behavior, or emotions.² This tiered system helps schools address students’ needs on a case-by-case basis. MTSS is not part of special education. All students, including those with disabilities, can benefit from MTSS.

With MTSS, schools can provide support in different ways. This includes strategies used in the classroom, as well as more specific help in small groups or one-on-one. Monitoring student progress and changing the supports as needed is a key part of MTSS.¹ 

Informal accommodations are tailored to your child’s specific needs and can take many forms. For example, if a student struggles with multiplication, a teacher might start with extra practice. If that doesn’t help, the teacher can try something else, such as small group math instruction.

If a student is having trouble holding a pencil, an informal support could be using a pencil grip. If that tool doesn’t help enough, the school might have your child meet with the school’s occupational therapist for more support.

Here are a few other informal supports teachers often use:

• Quick breaks after a student finishes a task or before a transition to another activity

• Classroom seating that works best for the student, such as near the teacher

• Homework notebooks that teachers and families sign off on daily

It’s important to know that informal accommodations aren’t written in a legal document like an IEP or a 504 plan. Because of this, they don’t have the same legal guarantees. Even though teachers and schools might give helpful informal support, they’re not legally obligated to do so. And they don’t have to do anything specific. 

Also, tests like state assessments usually only allow formal accommodations. This means that students who don’t have an IEP or a 504 plan only have access to the general tools and supports that the test might offer all kids. They can’t use anything beyond those supports. 

Your active support and communication are key to making sure your child gets the support they need. If you think the informal help isn’t enough for your child, take these next steps: 

• Document your child’s needs. Just like teachers keep track of your child’s learning in school, it’s a good idea for you to keep your own records. Write exactly what you see your child having trouble with, both at home and with schoolwork. Make sure to include examples and the dates they happened. These notes can be helpful when you talk to the school about your concerns.

• Talk with the teacher. Parent-teacher communication is an important part of student success.³ Talk with your child’s teacher about your concerns. Call, email, or set up a meeting. Clearly explain what you’re worried about, and give the teacher the notes you’ve collected. If you meet with the teacher or call them on the phone, consider sending an email to recap the conversation and outline next steps. That way you’ll have a record of what you discussed. 

• Track progress. As soon as your child starts receiving informal supports, track the date and specific steps taken. Continue to track the use of supports, and ask the teacher for data on how your child is doing with them. This information will help you and the teacher determine if the current level of support is working.

Not sure your child is getting the support they need? If you and the teacher have different ideas, speak up. Ask to meet with school administrators or the special education team. Bring your documents and talk about your concerns. It’s worth exploring if an evaluation might help.

Evaluations can help identify specific challenges and determine if your child is eligible for special education services. Private evaluations can be costly, but school evaluations are free. 

A school evaluation involves a series of steps:

• Having the school and family agree that a child needs an evaluation

• Gathering data, like test scores, school records, parent and teacher questionnaires, and observations

• Having the child tested by a psychologist to see how the child thinks and solves problems

• Having the child tested by at least one other professional, like a speech or occupational therapist

• Meeting to discuss the findings and decide if the child qualifies for special education

To request a school evaluation for your child, you have to follow a simple but formal process.

In the meantime, your child’s teacher should continue to provide informal supports.

Teachers and schools can help your child learn in different ways without an IEP or a 504 plan. They may provide these informal accommodations on their own, or you can ask for them. If the informal support isn’t enough, you have the right to ask for more.

By keeping track of how your child is doing and talking with the school, you can make sure your child gets the right level of support. Sometimes that means asking for a school evaluation to determine if your child qualifies for special education.