School Accommodations: Will they Help or Hold Back your Child?
Many people have strong feelings about school accommodations, and I often hear one of these perspectives:
Yes! They're essential support
No! They will keep my child from reaching their potential
OR from parents that DON'T have a child with needs: that they're an "unfair advantage"
But the reality is more nuanced than any of these extremes. Overall, accommodations are not just good—they’re necessary
Accommodations exist to level the playing field, not to make things easier for kids with disabilities than for their peers. They provide access to learning and help children succeed, but they should always be used with purpose. The key is understanding:
✅ Some accommodations may need to be lifelong, especially for pervasive and severe disabilities.
✅ Others can often be adjusted over time, like stepping stones, as a child develops skills and confidence. This is especially true for anxiety disorders. We don't want to completely remove distress, but teach children that they can handle mild distress.
✅ The impact on a child’s self-esteem matters—feeling capable leads to confidence. But relying on accommodations that aren’t necessary can sometimes hold kids back.
✅ Sometimes, accommodations aren’t just helpful—they’re necessary for growth. If a task is too difficult given a child’s challenges, it could make learning impossible.
Examples of Accommodations for Different Needs
🔹 ADHD:
Extra time on tests to account for processing speed or focus challenges
Preferential seating to minimize distractions
Movement breaks to help with self-regulation
🔹 Autism:
Visual schedules to support routine
Noise-canceling headphones for sensory sensitivities
Social skills support or structured peer interactions
🔹 Learning Disabilities:
Access to audiobooks or text-to-speech tools for reading challenges
Speech-to-text software for writing difficulties
Small group testing
Accommodations should always be tailored to a child’s unique needs. The goal is never to lower expectations—it’s to ensure kids have what they need to succeed. The bottom line? Accommodations should be given when needed and adjusted thoughtfully over time. The key is finding the balance between support and independence.
Think your child may need school accommodations? Talk to their administrator about a 504 Accommodation Plan. An outside diagnosis is not always required!
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