Two of the key words that are most frequently used in special education are “accommodations” and “modifications”. Although they do sound somewhat alike, they do have a very specific purpose behind them regarding a student’s IEP or 504 Plan.
Below, a special needs lawyer will outline the differences between accommodations and modifications and describe how each method might support students with disabilities in achieving their desired educational outcomes. Whether you’re a parent, a teacher, or an advocate for students, this guide should give you the perspective necessary to help your student succeed.
What Are Accommodations?
In general, accommodations refer to changes in how a student learns information or demonstrates their learning. Changes in instructional or assessment methods generally do not alter the nature and level of what is being taught in a course.
Accommodations allow students with disabilities to participate in the same curriculum as their peers. Some common examples of accommodations according to our friends at K Altman Law include:
- Extended Time On Tests And Assignments: The student may be given additional time to complete assignment/test materials in order to complete tasks without the added burden of time on tasks.
- Preferred Seating: Seating the student near the teacher or by themselves to increase the student’s focus during instruction.
- Use Of Assistive Technology: Use of available technology to increase access, for example, a student with a writing disability may use a computer to write an essay.
- Presentation Of Material: Providing the material in an alternative format for students who have sensory impairments.
Braille, large print, or books on audio would be examples Access to material through alternative and augmentative communication systems.
- Note-Taking Assistance: A peer buddy or adult volunteer may be used to help take notes for a student, or the student may be allowed to use a tape recorder to record the lecture.
- Independent Work: May provide a student with a structured form or guided notes.
How Accommodations Are Implemented And Delivered
Simply, an accommodation alters the delivery or parameters under which the student is to demonstrate performance. For example, a student with dyslexia might hear documents read to them by text-to-speech software, but the material that is said is, in fact, written in the same grade-level rigor as it is for their classmates.
It allows students to access the curriculum from where they function best, and that is not with lowered expectations.
What Are Modifications?
Modifications, on the other hand, are changes to the curriculum or changes to the expectations regarding what a student is to learn. Unlike accommodations, modifications change the level of content or the assessment criteria to make them more achievable for students with significant learning needs.
Examples Of Modifications Simplified Assignments: A student might receive a modified, shortened, or less complex version of an assignment, prioritizing the most important concepts rather than the full curriculum.
Alternative Assessment: Instead of the traditional test, a student might complete a different type of assessment – one that’s at their functional ability, such as a project or oral presentation.
Lower Reading Level: A student might be given reading materials that are written at a lower level – in other words, at the student’s instructional level, not necessarily at his or her grade level.
Fewer Assignments: A student may be given a reduced number of problems to solve, questions to answer, etc., to allow more focus on each development.
Adjusted Grading Criteria: A grading scale that rates the student’s success based on IEP assessment toward the student’s individual learning targets, rather than comparing the student to the grade-level standards.
How Modifications Work
Modifications are generally for students whose disabilities impair their ability to meet specific standards for their grade, even when given accommodations. These changes allow the student to access the curriculum at an appropriate level for their abilities.
For instance, a student with a significant cognitive disability may work on grade-level content many grade levels below their age group, but the focus remains on foundational skills.
Key Differences Between Accommodations And Modifications
1. Curriculum Vs. Access
Accommodations: They do not change the curriculum. Instead, what they do is change how the curriculum is accessed, making it easier for the student to understand while maintaining the same academic standards.
Adaptation: This kind of a modification to the curriculum or learning, doesn’t change the method of learning but rather teaches what is expected of the student to learn.
2. Learning Objectives Impact On Accommodations
Students with accommodations would have the same learning objectives as other students; they just might do it in a different way or utilize a different tool.
Modifications: Students might not have the same learning objectives; the learning objectives could be individual, and results might show differences in the respective academic goals.
3. Examples In Practice Accommodations
A student with ADHD may be given extended time on tests and assignments to allow the student time to complete the same work as other students.
Modifications Example: A student with a cognitive disability could receive a modified assignment that zeroes in on basic arithmetic when other students are working on geometrical rotations.
When To Use Accommodations Vs.Modifications
The goal is for any child to access the curriculum in such a way that it can ensure them a potential to reach.
Things to Consider on Student’s Abilities: If the student can meet grade-level standards but struggles along the way, accommodation may be a good option. If the student is not able to meet the standards, then accommodation will not work. Some modifications may need to be implemented.
Long-Term Goals Are: Long-term educational and career goals of the student. Modifications keep up with the coursework, while modifications may be more fitting with those students who are working with life skills or functional academics. Another important thing that goes hand in hand with making the decision of the support chosen is parent and teacher collaboration.
Regular Review: These supports both accommodation and modification, should be revisited in order to stay up to date with the child’s needs. As students grow and their abilities develop, their IEPs should reflect new goals, strengths, and challenges.
Flexibility And Adjustment: It is essential to remember that what may work for a student today may require modification or change in the future. Ongoing monitoring and assessment empower both educators and parents to make informed decisions and then alter the plan for educational approaches.
Accommodations and modifications in a student’s educational program are not always easy to differentiate. Accommodations refer to tools and resources surrounding the standard curriculum in regard to access, while modifications tend to structure the curriculum in a way that is well suited to the ability of the student.
By considering these needs very carefully, it sets the stage for a plan toward successful education and growth among students, parents, and educators.
Whether accommodations are used, modifications, or a combination of both, the goal will always be to provide support for the individual student needed to achieve success in the learning environment. If you feel your child is not being properly supported by either accommodations or modifications, contact a lawyer near you for help.
