Suggesting simple modifications

When a child is struggling in the classroom, not every solution has to wait for an IEP meeting or a formal diagnosis. Sometimes, small changes to the environment, routine, or tools available can make a meaningful difference—especially when they’re easy to implement and rooted in your knowledge of what works for your child.

This strategy helps shift the conversation from “wait and see” to “what can we try right now?”

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How to use this strategy

Start by identifying aspects of your child’s school experience that may be contributing to distress, fatigue, or disengagement. These could include:

• Noise (e.g. a loud classroom, crowded hallways, or the lunchroom)
• Seating (e.g. hard chairs, being stuck at a group table)
• Lighting (e.g. fluorescent lights or glare)
• Transition times (e.g. sudden changes or unclear expectations)
• Workload presentation (e.g. verbal-only instructions, or lots of writing)

Then, suggest small, practical adjustments that could improve things without major cost or disruption. For example:

• Allowing your child to wear noise-cancelling headphones
• Offering movement breaks or hallway transitions
• Using a visual schedule
• Providing access to a quiet corner or alternative workspace
• Giving multi-sensory tools (e.g. fidgets, pencil grips, wiggle cushions)
• Using written or pictorial instructions alongside verbal directions

You can frame these as “something we’d like to try,” and emphasize your collaborative intent:

“At home, we’ve found that dimmer lighting and visual checklists help a lot. Could we try something similar at school?”

“My child gets really overstimulated by noise. Would it be possible to let them sit near the back or have headphones on hand?”

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What to watch out for

Not all staff feel empowered to make changes without approval. If you get resistance, it’s okay to ask:

“Is there a process for trying out small adjustments when a student is struggling?”

Or:

“Who would need to approve something like a movement break or sensory tool?”

Also be aware that sometimes the school will only approve these kinds of supports if the child already has a designation. You can remind them that interim accommodations are part of the duty to accommodate—even if assessment or paperwork is still in process.

Finally, make sure that the changes actually help. Some tools (like wiggle seats or timers) work beautifully for some kids and feel awful to others. Let your child lead; your goal is support, not compliance.

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Why this strategy matters

Suggesting small, immediate changes gives the team a low-stakes way to start supporting your child—today. It builds collaboration, reinforces your knowledge as a parent, and shows that inclusion isn’t about fancy equipment or waitlisted programs. It’s about responsiveness, flexibility, and care.