How to Advocate for Accommodations and Modifications in US Public Schools
Written By:
Christie Davis, MA MS CCC-SLP
Mass General Brigham University of Health Sciences
SAiL Lab
Children with Developmental Language Disorder (DLD) may need extra support to ensure success in school. In US public schools, children with disabilities, including language disabilities, may qualify for:
Special education in the form of an individualized education program (IEP). An IEP offers specialized instruction to help the child achieve goals to improve function.
OR
A 504 plan that ensures equal access outside of special education. IEPs and 504 plans should document the accommodations that the child will receive, if any. Accommodations change how something is done to support a student’s learning. Some examples are:
Extra time for homework or tests
Seating at the front of the class
Audio books instead of printed books
IEPs (but usually not 504 plans) should also include any modifications that the child will receive. Modifications change what is done to support a student’s learning. They change what a student is expected to learn or do. Examples include:
Answering fewer test questions than other students
Completing alternate projects or simpler assignments than other students
Being graded on different criteria than other students
Your child’s need for accommodations and modifications might change over time, so they should be discussed at the initial eligibility for special education process and each review meeting.
DLD often coincides with other neurodevelopmental disorders, such as dyslexia or ADHD, so it’s important to consider the impact of additional diagnoses when selecting accommodations. For more information, see: Symptom overlap and accurate diagnosis of DLD and Is my child's DLD linked to another disorder?
How do I advocate for the right support?
As a parent or guardian, you are a valuable member of the IEP or 504 plan team. Your knowledge of your child’s strengths and needs will help the team determine which accommodations or modifications are needed for your child to access the school curriculum. During the initial eligibility or annual review meeting, you can share information about strategies used at home to help complete tasks, such as homework or chores. You can suggest accommodations or modifications to be considered and ask questions about the recommendations suggested by other team members. Ask your child what helps most. They might have some good ideas. If your child is older, they should be invited to participate in their annual review meetings. The school must provide the accommodations and modifications listed in the IEP or 504 plan. If you have reason to believe they are not, you have several options.
Reach out to your child’s teacher to check in. There may be a very simple explanation. Explain your concern. Ask what can change to ensure that the accommodation or modification is provided.
If the problem is beyond the teacher’s control, take your concern to the special education coordinator, assistant principal, or principal.
If the school is unable to resolve the issue, you may consult an advocate.
If all else fails, you may file a written complaint to begin mediation or due process proceedings.
At any stage of the process, take notes. Write down the date and what was communicated.
What are my rights? What does the law say?
The law:
The Individuals with Disabilities Education Act (IDEA), Title II of the Americans with Disabilities Act of 1990 (Title II), and Section 504 of the Rehabilitation Act of 1973 (Section 504) protect the rights of students with disabilities.
IDEA: Requires all children with disabilities to have access to a free appropriate public education, which includes special education and related services.
It mandates that there is a statement about accommodations on the IEP.
It ensures procedural safeguards that guarantee due process rights for parents and children.
Title II: Requires schools to provide students with disabilities access to communication through auxiliary aids and services.
Section 504: Requires schools to provide accommodations or other services to students with disabilities who need them, but do not require specially designed instruction.
Your rights:
IDEA provides parents with rights to help make sure their child’s educational needs are being met. These rights include:
The right to mediation
The right to due process
The right to an independent educational evaluation
Takeaways
Accommodations or modifications may be important for children with DLD to succeed in school.
Your voice as a parent, guardian, or caregiver is valuable in making IEP and 504 decisions.
If your child is not receiving the accommodations or modifications that are specified in the IEP or 504 plan, the school is obligated to find a solution.
However, if the school is unable to resolve the issue, you have a number of rights and avenues to make sure your child has access to a free and appropriate education.
References:Armstrong, R., Schimke, E., Ziegenfusz, S., Faragher, R., & Scarinci, N. (2026). Effective whole class oral language interventions and strategies for students with developmental language disorder: A systematic review. Autism & Developmental Language Impairments, 11, 23969415261457433. https://doi.org/10.1177/23969415261457433
Belsky, G. (2025). Accommodations vs. modifications: What's the difference? Understood. https://www.understood.org/en/articles/the-difference-between-accommodations-and-modifications
Gibbons, M., Coughlan, K., & Gallagher, A. (2023). Hidden in plain sight: A qualitative exploration of teachers and children's perspectives on supporting developmental language disorder in school. Advances in Communication and Swallowing, 26(1), 3–12. https://doi.org/10.3233/ACS-220010
Individuals with Disabilities Education Act, 20 U.S.C. §§ 1400–1482 (2004).
Johnson, K. (2024). Classroom accommodations for language disorders. Understood. https://www.understood.org/en/articles/classroom-accommodations-for-language-disorders
Lee, A. M. I. (n.d.). Accommodations: What they are and how they work. Understood. https://www.understood.org/en/articles/accommodations-what-they-are-and-how-they-work
Manley, N. R., & Wilder, A. (2025). Clinical accommodations for children with co-occurring developmental language disorder and attention-deficit/hyperactivity disorder. Perspectives of the ASHA Special Interest Groups, 10(1), 18–28. https://doi.org/10.1044/2024_PERSP-24-00076
Martinelli, K. (2026). Common accommodations and modifications in school (with examples). Understood. https://www.understood.org/en/articles/common-classroom-accommodations-and-modifications
Maryland State Department of Education. (2026). Maryland assessment, accessibility, and accommodations manual. https://marylandpublicschools.org/programs/Documents/Special-Ed/IEP/MAM508102017.pdf
Sebastian, R. (2025b). State IEP guides. Spedhelper. https://www.spedhelper.org/state-iep-guides/
Sebastian, R. (2025c). What accommodations can students get? Spedhelper. https://www.spedhelper.org/what-accommodations-can-students-get/
Sebastian, R. (2025d). What happens when the IEP isn't followed? Spedhelper. https://www.spedhelper.org/what-happens-when-the-iep-isnt-followed/
U.S. Department of Education & U.S. Department of Justice. (2014a). Dear colleague letter: Effective communication. https://sites.ed.gov/idea/files/idea/policy/speced/guid/idea/memosdcltrs/doe-doj-eff-comm-ltr.pdf