In a nutshell, the best accommodations change “how kids learn,” while an unreasonable accommodation would change “what they learn.” (https://www.understood.org/en/learning-attention-issues/treatments-approaches/educational-strategies/accommodations-what-they-are-and-how-they-work)
Reasonable accommodations for children with disabilities are outlined through individualized IEPs, or Individualized Education Program. An attribute that is unique about the IEP is that it is created by a team: teachers, and also the parents or guardians of the child, and sometimes even the child her/himself. For more information of IEPs, click here.
From the above website, here are four categories of accommodations:
“Presentation: A change in the way information is presented. Example: Letting a child with dyslexia listen to audiobooks instead of reading printed text. (See more classroom accommodations for dyslexia.)
Response: A change in the way a child completes assignments or tests. Example: Providing a keyboard to a child who struggles with handwriting when she’s writing an essay. (See more classroom accommodations for kids who struggle with writing.)
Setting: A change in the environment where a child learns. Example: Allowing a child with ADHD to take a test in a separate room with fewer distractions. (See more classroom accommodations for ADHD.)
Timing and scheduling: A change to the time a child has for a task. Example: Providing extra time on homework for a child who has slow processing speed. (See more classroom accommodations for slow processing speed.) “
This website gives more information on when a reasonable accommodation becomes unreasonable in a workplace environment. In the classroom, teachers also need to keep in mind the rule of inclusion, where students with disabilities need to be included in the classroom to the fullest extent possible. Therefore, removing the student from the classroom for longer than necessary periods of time would also be considered an unreasonable accommodation.