Modifications vs. Accommodations - What’s the Difference?

By: Becca Phillips, Advocate

If your child has an Individualized Education Program (IEP) or a 504 Plan, then it's highly likely that you’ve heard the terms “accommodations” and “modifications.” They sound quite similar, but they not only mean very different things, they also provide different support for your child at school. Understanding that difference is key to ensuring sure your child has the right support in place.

At the end of the day, both accommodations and modifications are designed to help students with disabilities succeed. The difference lies in what is being changed. In short:

Accommodations change how a child learns or demonstrates their learning.
Modifications change what a child learns.

Let’s break that down even more…

What are Accommodations?

Accommodations provide students with equal access to the same curriculum as their peers without changing the actual learning expectations or standards.

A phrase I like to use when describing accommodations to parents is that they “level the playing field” for students without “lowering the bar.” Think of accommodations as tools or adjustments that remove barriers so your child can show what they know. They are still expected to learn the same grade-level content as their fellow peers, they may just have a different way of accessing material or demonstrating their knowledge and understanding.

Examples of accommodations may include:

• Extended time on tests or assignments

• Testing in a quite, separate environment

• Preferential seating (i.e. sitting close to the teacher, sitting in the back of the room to allow the student to stand)

• Text-to-speech software or audiobooks 

• Taking breaks during longer tasks

• Chunking longer assignments into shorter, more manageable tasks

• Having directions read aloud

• Use of math manipulatives 

• Check ins for understanding

• Graphic organizers to support constructed responses

• Receiving a copy of class notes ahead of time

• Visual schedules

• Access to noise cancelling headphones and fidgets

• Access to a sensory area/room

• Prompting to stay on task

What are Modifications?

Modifications, unlike Accommodations, change what your child is expected to learn or demonstrate. The learning goals or standards are adjusted to fit their individual needs. Modifications change the content or expectations, meaning the student learns something different or is graded differently than their same grade level classmates.

Modifications are used when a student’s disability makes the completion of grade-level work too challenging, even with accommodations in place.

Examples of Modifications:

• Shortening assignments (ie. completing 8 math problems in place of 20)

• Adjusted writing tasks (ie. writing 1 extended paragraph in place of 3)

• Changing grading standards (i.e. grading on effort or progress rather than accuracy)

• Working on an alternate curriculum or set of standards

• Reading materials at the students instructional level lower than grade level

• Different grading scale

• Simplified comprehension questions (ie. yes/no or multiple choice questions in place of open ended questions)

• Fill in the blank during constructed responses

Why Understanding the Difference Matters

Understanding whether your child receives accommodations, modifications, or both helps you track their academic progress and advocate effectively on their behalf.

• Accommodations help your child stay on grade level and work toward the same academic standards as their peers.

• Modifications may mean your child is working toward different goals, which can ultimately affect things like report cards, graduation requirements, or college readiness.

Whether your child needs accommodations, modifications, or both truly depends on your child’s unique needs. Some students may only need a few accommodations while others may need significant modifications to make learning accessible and meaningful.

How Parents Can Partner with Their Child's School

Here are some ways to stay informed and involved with your child’s learning at school:

• Ask questions during IEP or 504 meetings. Ask “Is this an accommodation or a modification?” It’s so important for parents to seek clarification when it comes to your child’s IEP or 504 Plan.

• Request examples of what support will look in the classroom.

• Monitor progress to know if the supports that are put into place helping your child learn and feel confident. Check in with your child’s teacher and team to see how they are responding to their support.

• Communicate and collaborate with teachers. Open communication ensures everyone is on the same page and ultimately has the same goal for your child. 

Remember that the best progress happens when parents and educators work as a team. I often tell parents I work with that you know your child best. You know their strengths, challenges, and what truly helps them learn so communicating that with their school team is crucial. Share insights about what supports you use at home that are successful. Your child’s needs can shift and change over time so you want to continually monitor their needs, ensuring they have the most appropriate support for the present moment at school. 

Both help students succeed — the difference is whether we’re changing how they learn or what they learn. Both supports are designed to help students learn and succeed —the key is matching the right type of support to your child’s unique needs.