What it is

Specific and individualized instructional, environmental and assessment strategies required for a student to meet curriculum expectations for a grade/course. Examples of accommodations include: extra time for tests/assignments, scribing of answers, use of assistive technology, preferential seating, chunking of information, frequent breaks and human resources. Specific accommodations are also permitted for provincial EQAO assessments. EQAO distributes guidelines yearly, regarding the permitted accommodations.

Teaching Strategies


• Extra time for processing information;
• Oral and written instructions;
• Use of visuals;
• Photocopies of notes;
• Study guides;
• Use of manipulative or concrete materials;
• Chunking of information;
• Colour coding of information;
• Small group instruction.


• Preferential seating (in a specific location to support student’s needs);
• Alternative work location.


• Additional time;
• Use of a scribe for verbatim recording of responses;
• Use of computer and/or assistive technology;
• Use of a calculator;
• Prompts to return attention to task;
• Choice of assessment tasks.

Please see each specific Strategy page for specific accommodations related to student needs.

Strategies for Implementing Accommodations:
• Be specific with the accommodations that will best meet the student’s learning needs.
• Limit the accommodations to the most important in each category of instructional, environmental and assessment.
• Utilize non-teacher professional reports and recommendations.
• Develop accommodations in consultation with the student, parents/guardians and all of the teachers who teach the student.
• Ensure all teachers, parents/guardians and the student have a copy of the accommodations and understand what they mean and how they will be implemented.
• Set up a system for delivering accommodations (e.g., a folder where students can get photocopies of notes, student’s work kept in a separate holder).
• Schedule time to check in regularly with the student to ensure he/she is getting the accommodations required.
• Make contact with parents/guardians to discuss accommodations.
• The IEP box on the report card is NOT checked if a student is only receiving accommodations to access the regular curriculum.

Student Needs IPRC Exceptionalites Diagnosed Conditions