Accommodations/uh-KAH-muh-DAY-shuns/

Accommodations are barrier removals—not advantages. They adjust how work, learning, or daily life happens (lighting, noise, timing, instructions, interfaces) so people can access tasks and show their abilities. For neurodivergent people, common areas include sensory environment, executive function supports, flexible communication, and predictable routines. Accommodations differ from “lowering standards”: the goal stays the same; the path changes.

Examples by domain:

• Sensory: dimmer lights, quiet rooms, noise‑canceling, scent‑free policies
• Time/pace: extended time, buffer periods, flexible deadlines, asynchronous options
• Information: written summaries, visual schedules, checklists, chunked instructions
• Communication: text‑first options, cameras‑optional, AAC welcome, agenda in advance
• Task design: solo focus blocks, body doubling, clear “first step” and scope

Neurodivergent communities emphasize that asking for accommodations needs to be safe and stigma‑free. Accommodations reduce masking pressure, support regulation (stimming, movement), and are central to neuroaffirming practice. Universal design (UDL) spreads the benefit to everyone.

Quick Tips

• Offer options by default (written + verbal; camera optional; quiet space)
• Put accommodations into policy so individuals don’t need to repeatedly ask
• Start small: one sensory, one timing, one information support

Do / Don't

• Do: co‑create supports; document agreements; review what works
• Do: normalize tools (timers, headphones, sunglasses, AAC)
• Don't: require disclosure to access basic options
• Don't: treat supports as “special favors” or remove them as “tests”

For Schools and Workplaces

• Schools: visual schedules, movement breaks, alternative assessments, exam extra time
• Workplaces: written expectations, flexible scheduling, quiet rooms, job‑share of focus vs. meeting tasks
• Remote/hybrid: asynchronous participation, transcripted recordings, chat‑based Q&A

Evidence from education, occupational health, and HCI shows that environmental and task modifications improve performance, reduce stress, and increase retention. Frameworks like UDL and person‑environment fit support the shift from “fixing the person” to “fixing the context.”

Also called “adjustments,” “supports,” or “accessibility measures.” Closely tied to universal design. Not the same as “modifications” (changing the goal/standard).