Accommodations vs. Modifications: What's the Difference and Why Does it Matter?

In the world of special education, the terms “accommodation” and “modification” are often used interchangeably, but they mean very different things. Understanding this distinction is crucial for parents because it fundamentally affects what is expected of your child and how they access their education. Both are tools used in IEPs and 504 Plans, but they serve different purposes.

What Are Accommodations?

Accommodations change how a student learns the material. They are tools and strategies that remove barriers and provide equal access to the curriculum. The core learning expectation remains the same as for general education students.

Think of it like a ramp leading up to a building. The ramp doesn't change the destination (the building entrance); it just provides a different way to get there for someone who can't use the stairs.

Common Examples of Accommodations:

• Presentation: Listening to an audio version of a book, having text read aloud, or using large-print materials.

• Response: Using a calculator for a math test, dictating answers to a scribe, or using speech-to-text software.

• Setting: Taking a test in a quiet room with minimal distractions.

• Timing/Scheduling: Getting extra time to complete assignments or tests, or taking frequent breaks.

The bottom line: With an accommodation, the student is expected to learn the same content and meet the same standards as their peers.

What Are Modifications?

Modifications change what a student is taught or expected to learn. They alter the curriculum and the learning expectations. A modification means the student is not expected to master the same content as their peers.

Using the building analogy, a modification would be like changing the destination itself—perhaps to a different, more accessible entrance on a lower level. The student is not expected to reach the same endpoint as everyone else.

Common Examples of Modifications:

• Assignment: Completing only the odd-numbered math problems instead of all of them, or answering questions in a multiple-choice format instead of writing an essay.

• Curriculum: Learning only the state capitals instead of all U.S. capitals, or working on basic addition while the rest of the class learns multiplication.

• Grading: Being graded on effort and completion rather than accuracy.

The bottom line: With a modification, the learning expectations are different from the grade-level standard.

Why Does the Difference Matter?

The distinction between accommodations and modifications is critical for your child's long-term academic future, especially in high school.

• Impact on Diploma: In many states, a student who receives significant modifications throughout their high school career may not be eligible to receive a standard high school diploma. They might receive a certificate of completion or an alternative diploma instead.

• Post-Secondary Education: A standard diploma is typically required for admission to a four-year college. While accommodations (like extended time) are common in college, curriculum modifications are not.

• Setting Expectations: It's essential that the IEP team has high but appropriate expectations for your child. The goal should always be to use the least intrusive supports necessary. The team should always try accommodations first before resorting to modifications.

As a parent on the IEP team, don't hesitate to ask for clarification. When a support is suggested, ask: "Is this an accommodation or a modification? Is it changing how my child is learning, or what my child is expected to learn?" This simple question can help ensure that everyone is on the same page and that the plan is setting your child up for long-term success.