Requesting an Accommodation at School and Work

Six scenarios about asking for an accommodation, such as notes in advance, a quieter testing room or written interview questions.

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Your plan says you get a copy of the class notes. The teacher forgot today. What could you say after class?

This pass0 correct · 0 cued · 0 incorrect · 0/6
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Session summary (SOAP)

Stays on this screen. Nothing is saved or sent.

Mark a card Correct, Correct with cue or Incorrect and the summary writes itself here.

How to run it

Read each scenario aloud. After the student chooses, ask what made it strong: who was asked, when, and what was said. Then go through the student's own plan together and pick one accommodation they use. Write a one-sentence request for it and a one-sentence reason, and rehearse both with you playing the teacher.

Cueing ladder

Start at the top. Add support one step at a time.

  1. Step 1IndependentSet up the situation and wait for the student to respond on their own.Log as correct
  2. Step 2Nonverbal cueUse a look, a gesture or a point to the visual cue card.Log as cued
  3. Step 3Indirect promptAsk 'What could you say now?' or 'How do you think they feel?'Log as cued
  4. Step 4ModelShow what to say or do, then run the moment again so the student can try it.Log as cued

Adjust it

Easier

Give a script or two choices of what to say, and practise with you before a peer.

Harder

Role-play with a new partner, or add a twist the student has not planned for.

Matching IEP goal

Given school and community scenarios, Student will state a need or a plan clearly to the right person in 4 of 5 opportunities across 3 consecutive sessions, given no more than an indirect prompt.

Send it home through the parent portal →

About this activity

Six scenarios about asking for an accommodation: a teacher forgetting the notes the student's plan includes, bright lights at work, a quieter testing room, extra time on a project, explaining why written instructions help, and asking to answer interview questions in writing. The strongest responses name the support, ask the right person at the right time and give a short reason when asked. Accommodations are a right in many settings, and knowing how to ask is what makes them usable after high school.

What to listen for

Notice whether the student knows their own accommodations well enough to name them. Asking before the due date is a timing skill many students have not been taught. Listen for whether their reason focuses on what helps them, such as I remember steps better when I can read them, rather than an apology.

Carrying it home

Ask your teen to tell you which accommodations they have and which ones help most. Practise the request for one of them at home. Before a new job or class, talk about whether there is anything they would want to ask for and who they would ask.

What's in this activity

  • Your plan says you get a copy of the class notes. The teacher forgot today. What could you say after class?
    • My plan says I get a copy of the notes. Could I get today's?
    • Nothing. It's not a big deal.
    • Complain about it to classmates.
  • Bright overhead lights at work make it hard to focus. What could you ask your supervisor?
    • Quit without saying why.
    • Could I work at a station with softer light?
    • Just put up with it.
  • Who is the best person to ask about taking a test in a quieter room?
    • The student next to you
    • The bus driver
    • Your teacher or case manager
  • You want to ask for extra time on a big project. When is the best time to ask?
    • Before the due date
    • The day after it was due
    • Never
  • The teacher asks why you need written instructions. What could you say?
    • Because I said so.
    • I remember steps better when I can read them.
    • I don't know.
  • You applied for a job. You would like to answer interview questions in writing. What could you say?
    • Don't go to the interview.
    • Say nothing and hope it goes okay.
    • Could I answer some questions in writing? That helps me show what I know.

Questions

Who is this for?
Students in grades 8 through 12 with IEPs or 504 plans, working on self-advocacy and transition planning.
Does a student have to explain their disability to ask?
No. Saying what helps is usually enough. How much to share is the student's decision.
Is it free?
Yes. It plays free in the browser with no login. An account adds session data, goal scoring and assignment to a student.

Use this board with your caseload

With a free account, every correct, cued and incorrect mark is saved to the student and scored against their IEP goal, with the data written up for you. Assign it as home practice through the parent portal.

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