We have an IEP. The accommodations are written down. And yet, every year, there's at least one teacher who treats them as suggestions — "he can use the headphones if he really needs them," "I'd rather not single her out with the visual schedule." It's exhausting because you don't want to be "that parent," but the accommodations exist because they work. A few approaches I've tried, with mixed results: - Assume good intent first. Sometimes the teacher genuinely doesn't know how to implement the a…