Accommodations & Advocacy: Making IEPs Real for Students

Inspired by: Laura Kern & Kate Dooley at CEC 2025

Accommodations only work if everyone knows what they are—and why they matter.

That’s the biggest takeaway I had walking into this session and it’s the reason I created this set of tools. I wanted more than compliance. I wanted clarity, confidence, and a culture shift—where students understand their rights, general education teachers feel supported, and self-advocacy is a skill, not an afterthought.

Why I Went

In my high school resource setting, I sometimes run into students who don’t even know they have an IEP. Seriously—freshmen who are surprised when I bring it up. That lack of awareness can lead to learned helplessness, missed opportunities, and students never using the supports designed to help them succeed.

At the same time, I see general education teachers who genuinely want to help, but don’t know what accommodations look like in practice. It’s not that they’re unwilling—it’s that there’s a gap in translation between the paperwork and the pedagogy.

I went to this session to bridge that gap.

Key Takeaways from CEC

• Students can’t self-advocate if they don’t know what they need. We have to make time to teach them.

• Ryan’s story (an adult with autism) was powerful—he shared how difficult it was to get accommodations even in disability-centered spaces because no one prepared him to request or explain what he needed.

• Good UDL is not a replacement for legally required accommodations. Universal Design helps everyone, but it doesn’t negate the need for individualized supports.

 The Tools I Created

These resources came straight from the classroom—and from the needs I saw during this session:

Understanding My Accommodations Worksheet

A simple tool that walks students through what each of their IEP supports mean and what they might look like in class. We add these to their IEP binders and revisit them throughout the year.

Self-Advocacy Practice Sheet

Includes sample email scripts and sentence starters to help students actually ask for their supports. One of my students now pulls out a printed list of his accommodations during class and confidently advocates for what he needs.

Accommodations vs. Modifications

• One-Page Guide Designed for gen ed teachers. Even the most supportive teacher can make mistakes if they’re not sure what’s required. This guide breaks it down with examples and practical language.

What I Still See

• Some educators believe “I’m already doing UDL” means accommodations don’t need to be implemented.

• Many students don’t know how to ask for help—or don’t feel confident doing so.

• Accommodations aren’t optional. They’re not “unfair advantages.” They’re equity in action—and IDEA says we’re legally required to provide them.

Why This Matters

If we don’t teach students how to use their accommodations in high school, how can we expect them to navigate college, jobs, or adult life?

This work matters because students need more than supports—they need agency.

If you’re ready to start making accommodations part of everyday instruction, not just IEP meetings, these tools are a great first step.