Accommodations Matrix: An Organizational Tool for Inclusive Education

Volume 4 2025

Shaundria L. Gibson

Abstract

I developed the Accommodations Matrix to organize teaching and learning modifications for my students with varied special needs. The tool faciitated my efficiently planning and implementing lessons, and collaborating with colleagues.

     Inclusive education, a pedagogical approach committed to meeting the diverse needs of all students, presents educators with unique and multifaceted challenges. The variations in students’ learning styles and abilities, including dyslexia, Attention-Deficit/Hyperactivity Disorder (ADHD), anxiety, and other challenges or strengths, necessitate effective use of teaching and learning modifications (Lovett, 2021). Due to students’ varied needs, organizing data, regarding students’ required accommodations, can be pivotal.

     Myriad accommodations. As a special needs teacher, I developed the Accommodations Matrix (see Figure 1 and Firgure 2) to empower myself when navigating the complexities of my diverse classrooms. Over time, just some of the many accommodations my students or my colleagues’ students have required include: blank scratch paper, clarify directions, student reads and repeats directions out loud, headphones or noise buffers, redirect student, human reader, calculation device, monitor test, extended time for test and assignments, graphic organizers, breaking down writing tasks into smaller, manageable steps, sensory and/or movement breaks, audio-supported texts.

     I currently work as an Individualized Education Program (IEP) Facilitator, where my responsibilities include coaching and supporting co-teaching pairs. In this role, I guide teachers using tools like the Accommodations Matrix to organize their students accommodations.

     The Accommodations Matrix compiles all the specific needs of a class’s students, who require adaptations, in a single, organized location. When I was a teacher, by consolidating modifications, and support strategies for all students’ special needs, within one document, I no longer needed to, frequently, refer back to each student’s Individualized Education Program (IEP), when planning lessons or providing support.

     The Matrix allowed me to view each student’s unique needs quickly. It ensured that I could incorporate accommodations consistently across all lessons, saving time and enhancing my ability to support each student effectively. 

Setting-up a Matrix

     To create a clear and accessible Accommodations Matrix, student names are placed as column headers at the top. Modifications and supports are organized alongside row labels. Each cell in the Matrix can then be used to document accommodations for each student. While colors like yellow or green can be used for names to enhance readability, color coding is secondary to maintaining a consistent and straightforward structure.The primary goal is clarity, ensuring that the accommodations are easy to track and assigned to each student who needs modifications. If multiple educators use the Matrix, simplicity and intuitive organization are essential, for effective collaboration. Having the Matrix on the Internet, for example as a Google Doc, facilitates adjustments to changing accommodation needs.

     During 20 years of special education classroom teaching, I used the Accommodation Matrix across various grade levels and instructional settings to support students with diverse learning needs. To create a specific Accommodations Matrix, I began by familiarizing myself with the individual needs of each student in my class, by reviewing Individualized Education Plans (IEPs), or other relevant documentation. I then develop a Matrix that lists each student’s name along one axis and various accommodations along the other.  Accommodations could include extra time on assignments, preferential seating, modified assignments, assistive technology, or additional support from a teacher’s aide. The Matrix is kept up-to-date by regularly reviewing and updating it, based on student needs, insructional changes, or the introduction of new accommodations. The Matrix helped me to ensure that my teaching strategies align with my student’s current requirements.

Using the Matrix

     As I planned lessons, I referred to the Matrix to identify specific accommodations for each student. Figure 2 shows a sample Matrix with student names across the top and the accommodations down the side. I incorporated the accommodations into my teaching methods, assignments, and assessments. Using the Matrix, I tailored my teaching methods to accommodate the classroom’s learning styles and student abilities.  For example, if a student requires visual aids, I make sure to incorporate visual aids into my lessons. If another student benefits from hands-on activities, I plan for interactive learning experiences.  If there are support staff, such as paraprofessionals or classroom aids, I communicate with them regularly to discuss the effectiveness of accommodations and any adjustments that may be necessary.

     I co-taught in a junior high school (grades 7-9) with self-contained special education classes. These classes typically had 15-25 students, and I taught all core subjects, meeting the needs of students with various disabilities, including Specific Learning Disabilities (SLD), Emotional Disabilities (ED), Other Health Impairments (OHI), and Autism Spectrum Disorder (ASD).  In a middle school where I co-taught Reading English Language Arts we had multiple students with a mix of needs such as Specific Learning Disabilities, Disabilities, Attention Deficit Hyperactivity Disorder (ADHD), and mild Intellectual Disabilities. Nearly half of the 15-20 students in the co-taught classes had Individual Education Plans (IEPs), which are required by law, in order to provide equal access for students with disabilities.

     Various supports were mandated for our students. The Accommodations Matrix was especially valuable in these classes, allowing my co-teacher and me to stay aligned with support for students. The Matrix helped us organize strategies and adjust accommodations, as needed. This approach made our co-preparation more efficient and allowed us to respond flexibly and immediately to students’ needs.

     When I worked in an elementary school (grades K – 5), I provided “push-in” services, working with students who had special needs in their mainstream classroom. When I provided “push-in” services, the Matrix helped me work alongside general education teachers, ensuring seamless support for students with disabilities, as the students with special needs learned alongside their general education peers.

          Currently, I work as an Individualized Education Program (IEP) Facilitator, where my responsibilities include coaching and supporting co-teaching pairs. In this role, I guide teachers using tools like the Accommodation Matrix to meet students’ needs efficiently and foster more inclusive instructional practices, within the co-teachers’ classrooms. When introducing this tool, I show teachers how it can simplify lesson planning and make providing consistent, individualized support easier. In collaborative sessions, I demonstrate how to build and use the Matrix effectively, helping teachers manage and meet the diverse needs of their students, without having to, frequently, consult each student’s IEP.

     Peer collaboration. When co-teaching, in the past, and currently in supporting teachers and co-teachers, I find the Matrix fosters effective communications and collaboration. Regular communication between team members occurs and is streamlined, leading to a more holistic and integrated educational experience for students. 

REFLECTION

            Implementing the Accommodations Matrix in my classroom was a transformative experience, reshaping how I approached teaching and student support. It served as a tangible bridge between goals outlined in IEPs and the day-to-day reality of instruction. Navigating the diverse needs of students became a smoother process, which allowed me to make well-informed decisions promptly. The efficiency of the Matrix not only enhanced the overall effectiveness of my teaching, it reduced stress.

    Using the Matrix made me more aware of different accommodation options. It supported me in reflecting on teaching methods, customizing instruction, collaborating with peers, making data-driven decisions, and providing inclusive practices. Thinking about how I could have enhanced my use of the Matrix – and how current teachers, with whom I work, use the Matrix – it is important to set aside time, regularly, to reflect on the effectiveness of students’ accommodations and make adjustments in the Matrix, as necessary.

      Integrating a student Accommodations Matrix into my planning routine created a more inclusive and supportive learning environment for all students in my classroom. As I continue to refine and adapt the Matrix, it will remain a cornerstone in my commitment to meeting the diverse needs of all students.

Reference

Lovett, B. J. (2021). Educational accommodations for students with disabilities: Two equity-related concerns. Frontiers in Education, 6, Article 795266. https://doi.org/10.3389/feduc.2021.795266