📌 Article: IEP & 504 Accommodation Checklist for Hearing Differences

Meta description: A practical, printable checklist to bring to school meetings—covering IEP vs 504 vs informal supports, symptom-to-support mapping (speech-in-noise, fatigue, group work), and sample wording you can copy into an accommodation plan.

Quick takeaways

Match supports to specific situations (whole class, group work, PE, lunch, assemblies)—not just “preferential seating.” ⁷
Strong plans combine technology + communication supports + environment. ⁶
For D/HH students, IDEA requires the IEP team to consider language/communication needs and assistive technology. ¹
Listening effort is real—fatigue can be a disability-related impact even when grades are okay. ⁹
Keep accommodations observable and measurable (“teacher wears remote mic during instruction,” not “better access”). ⁶
This is educational info, not legal advice; state/district procedures vary.

IEP vs 504 vs informal supports (super fast)

Informal classroom supports

Teacher-level changes you can often start right away (seating, repeating directions, written backup).

504 plan (civil rights access plan)

For students who need accommodations/aids/services to access school (Section 504 requires FAPE and safeguards). ⁴

IEP (IDEA special education plan)

For students who meet an IDEA category and need special education + related services (including audiology, SLP, assistive tech). ²

Printable “Bring to the meeting” checklist

Use this as a pick-list. You don’t need everything—choose what matches your child’s profile.

A) Listening access & communication (core)

Preferential seating (defined: close enough to see face/board; away from noise sources like doors, fans)
Face visible when speaking (avoid talking while writing on board; repeat from front)
Repeat/rephrase peer comments and questions
Comprehension checks (quick “Tell me what you heard” or “What’s the first step?”)
Written backup for directions, homework, key vocabulary, and schedule changes
Captions on all videos shown in class; avoid uncaptioned media ⁵
Note support (teacher notes, guided notes, peer note buddy, or note-taking accommodation)
Interpreter or CART (if the student uses sign language / benefits from real-time captioning) ³

B) Hearing tech / assistive listening (often high-impact)

Remote microphone system for teacher instruction (and for group discussions when feasible) ⁶
Sound-field / classroom audio distribution when appropriate (often paired with other supports) ⁸
Daily listening checks: verify hearing aids/CI(s) functioning during school ¹⁰
Device management plan: who charges, stores, troubleshoots, and how quickly help happens
Backup plan when tech fails (move seat, written notes, captions, check-in with teacher)

C) Environment & acoustics (helps everyone, helps your child more)

Reduce competing noise where possible (close door, tennis balls/chair tips, rugs, soft panels where feasible) ¹¹
Quiet small-group space available for key instruction/tests
Seating plan for circle time / group work (turn-taking rules, one speaker at a time)

D) Learning tasks that are “listening-heavy”

Extra processing time for oral directions and rapid discussions
Pre-teach vocabulary for new units
Checklists for multi-step tasks (written)
Alternative ways to show knowledge when the barrier is access (e.g., written vs oral)

E) Testing & assignments

Quiet testing location when needed
Directions read + provided in writing
Listening-based tests adapted (e.g., audio-only tasks supported with captions/transcripts where appropriate)

F) Fatigue & self-regulation supports

(Especially if you’re seeing headaches, irritability, or “meltdowns” after school.)

Short listening breaks (quiet reset; water; brief movement) ⁹
Reduce simultaneous demands (listening + writing notes + watching slides)
Homework load adjusted during intensive listening periods (case-by-case)

Symptom-to-support mapping (quick guide)

Use this section to translate what you see at home/school into concrete supports.

“My child misses speech in noise or at a distance.”

Try: remote mic + defined seating + repeat/rephrase + written backup + captions. ⁷

“My child seems tired, irritable, or ‘done’ after school.”

Try: remote mic to reduce effort + listening breaks + reduce multitasking + written instructions/notes. ⁹

“Group work is a mess—my child can’t track who’s talking.”

Try: small group norms (one speaker at a time), assigned roles, teacher repeats key points, consider mic pass-around strategies, written recap. ⁷

“My child is accused of not paying attention / behavior issues.”

Try: verify access first (seating, tech, visuals), add comprehension checks, reduce noise, build a private cue for “I missed that.” ³

“My child avoids lunch/recess/clubs.”

Try: plan for noisy zones (sit with back to wall, choose quieter table/spot), one buddy strategy, adult ally, teach simple self-advocacy scripts. ¹²

“Copy/paste” accommodation wording (make it specific)

These are examples—schools may use different formats.

Remote mic (teacher): “During whole-class instruction, the primary instructor will wear the remote microphone and ensure it is on and paired before instruction begins.” ⁶
Peer comments: “Teacher will repeat or summarize student questions/comments before responding.”
Written backup: “Multi-step directions will be provided in writing (board, handout, or digital post) in addition to spoken directions.”
Captions: “All videos used for instruction will include captions enabled.” ⁵
Device checks: “School staff will ensure hearing devices worn at school are functioning properly during the school day and follow the troubleshooting plan when issues arise.” ¹⁰
Noisy settings: “For assemblies/field trips, the team will plan communication access (e.g., interpreter/CART, captioning, assistive listening) as needed.” ¹³

Short script/template: request an evaluation (IDEA and/or 504)

Subject: Request for evaluation – [Child’s Name], [DOB], [School]

Hello [Special Education Director/School Psych/504 Coordinator],
I’m requesting a comprehensive evaluation to determine whether my child, [Child’s Name], qualifies for services under IDEA (IEP) and/or accommodations under Section 504.

We’re concerned about [brief examples: speech understanding in noise, fatigue, missed directions, social withdrawal, etc.]. I’m attaching/bringing [audiology report, device info, teacher notes, your observations].

Please let me know next steps for consent and timelines, and which team member will coordinate the process.
Thank you,
[Your name]

(IDEA evaluations are generally conducted within 60 days of parent consent, unless a state timeline applies.)

¹⁴

FAQ

1) Can my child have both an IEP and a 504 plan?

Usually, an IEP covers needed special education and supports; Section 504/ADA protections still apply. The key is whether the plan actually delivers access. ¹³

2) What if the school says, “They’re doing fine”?

Ask about access data: speech-in-noise, classroom participation, fatigue, missed instruction, social impact—not just grades. ⁹

3) Does “preferential seating” alone solve this?

Often not. Seating helps, but it doesn’t fix distance, noise, group talk, or fast instruction. ⁷

4) Are remote mic systems only for kids with severe hearing loss?

No. Evidence supports benefit in noisy classrooms for mild/unilateral hearing loss and other listening challenges too. ⁷

5) Who helps manage classroom hearing tech?

Many districts involve an educational audiologist or DHH team when available; the IEP can include audiology as a related service. ¹⁵

6) How often should accommodations be reviewed?

At least annually for an IEP; sooner if something isn’t working. For 504, review schedules vary—ask your school and revisit when needs change. ¹⁶

When to get help

If you suspect your child is working harder to listen than peers (fatigue, headaches, behavior changes). ⁹
If hearing changes/fluctuates or devices aren’t reliable → contact your audiologist/ENT. ¹⁷
If school meetings feel stuck → consider a Parent Center for coaching/meeting prep. ¹⁸

Ready for your next step?

If you’re preparing for a meeting, it can help to pair a strong accommodation list with practical strategies for school and home—and a support plan if things still feel stuck.

For Families (Start Here) School Social Strategies

IEP & 504 Accommodation Checklist for Hearing Differences