Accommodations Not Clicking? Try the R.E.A.L. Approach.
By Jacqui Byrne
As both a parent and an educator, I’ve learned that when we only seek to address surface-level symptoms—like incomplete work—it’s easy to reach for standard fixes. But when we look a little deeper, we may find that a well-meaning solution is actually supporting the assignment rather than the student.
To bridge that gap, I like to use a simple mnemonic to help us check if an accommodation is actually doing the job we intended: R.E.A.L., which stands for Rooted in the actual need; Emotionally Safe; Aligned with success; Living document.
To illustrate this, let’s look at a common accommodation: extra time. On paper, giving a student more time to complete a test or task seems like a straightforward solution for a child who is struggling to finish their work. But without considering the full context, extra time can often become a burden rather than a relief. Here’s how we evaluate it using the R.E.A.L. framework:
R: Rooted in the Actual Need
First, we have to determine if the accommodation addresses the primary barrier or just a secondary outcome. If a student is granted extended time because they aren't completing what’s assigned, we need to consider why the delay is happening. Is it a processing speed issue, or is the student stuck because they don't understand the initial instructions?
If a child is staring at a blank page because they are overwhelmed by the complexity of the prompt, simply adding thirty minutes to the clock does nothing to help them start. In this case, the root of the issue is not a need for additional minutes; it’s a need for clarification or a different way to access the material.
E: Emotionally Supportive
An accommodation should help a student feel capable of engaging with the work. When we give a child extra time without a clear plan for how to use it, we can unintentionally prolong their distress.
Imagine a student who is already feeling defeated by a difficult problem set in math class. If we tell that student they have an extra hour to finish, but they still lack the tools to solve the problems, we haven't given them a path out of their frustration—we’ve simply extended the length of time they are required to endure it. A truly supportive approach ensures the child knows where to turn for help during that extra time, so they aren't just sitting in an intensified state of worry.
A: Aligned with Success
We need to define what progress looks like for the individual child. Success for a student whose workload exceeds their executive functioning abilities might not mean "completing every single question." It might be "demonstrating mastery of the core concepts without reaching a breaking point."
If the goal is to reduce the pressure so the child can show what they know, then extra time must be paired with a thoughtful strategy, such as identifying and eliminating needless repetitive tasks or helping the student break the work into manageable chunks. Extra time without a discerning look at how it will be used can lead to needless fatigue, increasing the risk of burnout.
L: Living Document
Support plans should never be static. A child’s needs change as they grow and as the academic demands placed upon them shift. We should regularly evaluate whether an accommodation like extra time is still the right tool for the job.
If we notice that a student is using the extra time but their stress levels are remaining high, it is a sign that the support needs an adjustment. Perhaps instead of more time, they need a graphic organizer to clear the initial hurdle of beginning the task. Staying flexible allows us to pivot when a support is no longer a good fit
Accommodations are essential tools in the classroom, but they are only as good as the thought we put into their implementation. By looking at these four areas, we can ensure we are providing the kind of help that actually moves a child forward.
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About Jacqui Byrne
Jacqui Byrne is the founder of FlexSchool—an accredited private school where gifted and twice-exceptional (2e) students can develop their talents among intellectual peers in a nurturing environment. An award-winning educator and sought-after speaker, Jacqui serves on the Bridges Graduate School of Cognitive Diversity in Education Advisory Council and holds a degree from Yale University. She is also the parent of twice-exceptional kids.