When my child can't keep up with school lunch, cleaning, or class duties, how should accommodations be made?

These require diverse abilities—senses (smell, taste, sound), fine motor, sequencing—so the sticking points differ. First look concretely at "what's difficult," then discuss accommodations with the teacher: adjusting the amount or edible items for lunch; for cleaning and duties, breaking steps down and clarifying the role, using a picture step chart. Rather than excluding with "can't do it," thinking together about "how they can do it (partial participation, tools, step-by-step)" leads to the child's experience and confidence.