Common Accommodations and Modifications in an IEP For 3-5 year old’s

Accommodations and modifications for 3-5-year-olds should be tailored to meet the unique needs of each child. These young children may have various developmental, cognitive, and sensory challenges, so it’s important to work closely with a team of educators, therapists,
and parents to create an effective IEP.

  • Accommodations are changes in how a student learns and demonstrates their knowledge without altering the curriculum’s content.
  • Modifications are changes made to the curriculum or expectations, often involving a reduction in content, complexity, or grading standards.

Examples of accommodations and modifications


  1. Extended Time: Provide additional time for completing assignments, tests, or in-class
  2. Frequent Breaks: Allow short breaks during lessons or assessments to help manage
    attention and focus.
  3. Small Group or One-on-One Instruction: Offer personalized instruction to address
    specific learning needs.
  4. Use of Assistive Technology: Provide access to technology tools or devices like text-tospeech software, screen readers, or speech recognition software.
  5. Visual Supports: Use visual aids like charts, diagrams, or graphic organizers to enhance
  6. Verbal or Visual Cues: Give verbal or visual reminders and cues to help with task initiation
    or transitions.
  7. Preference for Seating: Allow the student to choose their seating arrangement to optimize
    learning conditions.


  1. Modified Grading: Adjust grading criteria to reflect the student’s individual progress and
  2. Altered Assignments: Modify the content or format of assignments to match the student’s
    skill level.
  3. Individualized Goals: Develop personalized learning objectives based on the student’s
    unique needs and abilities.
  4. Support from Specialized Staff: Utilize the expertise of special education teachers,
    speech therapists, or occupational therapists to provide additional support

*Remember that the specific accommodations and modifications included in an IEP should
be based on the student’s individual needs and goals. Regular IEP team meetings and
ongoing communication with teachers and specialists are essential to ensure that the plan
remains effective and responsive to the student’s changing needs.

This article forms part of the 3-5 Transition Toolkit