AI Accommodation Plan Generator for Special Education Teachers

How it works

From area of need to a shareable accommodation plan in four steps.

Enter the area of need

The educator chooses the area of need, such as ADHD, dyslexia or autism spectrum, and can describe processing difficulties, anxiety, hearing or vision impairment, or any combination in the details to include. No formal diagnosis is required; the tool also works from observed challenges described in plain language.

AI generates four categories of accommodations

The output is organised into four categories: instructional accommodations (how content is delivered, chunked instructions, visual supports, preferential seating near the teacher), environmental accommodations (physical classroom setup), assessment accommodations (extended time, oral assessment, reduced question length), and behavioural accommodations (regulation strategies, movement breaks, sensory tools).

Customise to the student and classroom context

The generated plan is a starting point, not a final document. The educator reviews each accommodation and removes those that are not applicable to the classroom context or replaces them with alternatives already in use. Note any accommodation that requires a specific resource (noise-cancelling headphones, a reading pen, a separate assessment room).

Share with subject teachers and file it in your own records

Copy the finalised plan into a document you can share with all subject teachers who work with the student.

The problem with accommodation plans that stay in a folder

The most common failure in special education support is not that accommodation plans do not exist, it is that they are never seen by the people who need to implement them. Subject teachers receive a student with an accommodation plan but never receive the plan itself. Or they receive it as a PDF attachment to an email in September and cannot find it in April when they are setting an assessment.

The AI generator lets SENCOs maintain current, specific plans rather than outdated generic ones.

What it can do

Accommodation plans for teachers to adapt and use.

Four accommodation categories

Effective accommodation plans address all four domains of the learning environment: how information is taught (instructional), where learning happens (environmental), how students are assessed (assessment), and how behaviour and self-regulation are supported (behavioural). Addressing only assessment accommodations (the most common shortcut) leaves the majority of the learning day unsupported.

Diagnosis-aligned suggestions

Different learning differences have different evidence-based accommodation profiles. ADHD benefits from movement breaks, chunked tasks, and clear transition signals. Dyslexia benefits from text-to-speech tools, coloured overlays, and oral assessment alternatives. The AI writes specific items for the need you choose and says why each one helps, rather than generating generic "extra time" suggestions.

Implementation notes on request

Ask in Details to include and the AI adds a brief implementation note to each accommodation, what the teacher needs to do, what resources are required, and whether it needs prior arrangement (like a separate room for assessment) or can be implemented immediately in the classroom. This makes the plan actionable for subject teachers who receive it without a separate briefing.

Sharable with subject teachers

A SENCO or special education coordinator who builds the plan can copy or download it and share it with all subject teachers who work with the student. Subject teachers can add notes in their own copy about how they are implementing each accommodation.

Accommodation plans should be reviewed regularly as students develop and as the effectiveness of specific accommodations becomes clear. The plan ends with a review step: try it for four weeks, note what helps, and change what does not.

Works without a formal diagnosis

Many students with genuine learning differences are not yet formally assessed or diagnosed, particularly in under-resourced settings or in the early stages of a referral process. The tool accepts described observed challenges ("struggles to stay on task for more than five minutes," "avoids written work") and generates appropriate accommodations without requiring a diagnostic label.