IEP Accommodations VS. IEP Modifications

Accommodations vs modifications. They are two words that are frequently tossed around the world of special education, and sometimes used interchangeably. However, it is important that we differentiate between the two terms, because they mean two very different things!

Legally, we need to use the correct terminology on IEPs and other documents, so let’s take a look at the difference between these two types of services.

Accommodations

Classroom accommodations are things that are used in the classroom in order for a student with special needs to be able to access the general education curriculum. Accommodations do not change the content, vigor, standards, or grade level of the material that is being accessed. Accommodations are intended to be supports for students so they can understand the material being taught, and enable students with IEPs to remain in the general education classroom, learning the same things as their non-disabled peers.

Not sure what accommodations or modifications are?  Or what type may be appropriate? Check out this free Accommodations and Modifications brochure.

Examples of accommodations include, but are not limited to:

• Preferential seating for students with hearing or vision impairments, or students with ADHD in order for them to focus better
• Scheduled breaks for students with ADHD
• A word bank, an editing checklist, or sentence starters for writing for students with disabilities in language or writing.
• Chunking reading texts so the amount to be read isn’t so overwhelming- NOT reducing the amount of text to be read!
• Allowing the use of math manipulatives or number charts/lines, whenever computation isn’t the skill being assessed. For example, allowing a student to use counting bears to complete two-step word problems involving multiplication or division. A non-example of this would be allowing a student to use a multiplication chart on a multiplication assessment.
• Allowing the student to ask for selected sections of text to be read aloud.
• A scribing accommodation or speech-to-text for a student with a physical disability or vision impairment.

Modifications

Modifications change the content, vigor, standards, of grade level of the general education curriculum. The decision to make modifications to the general education curriculum is not a decision to be taken lightly. Choosing to modify the curriculum or assessments may be necessary for a student, but this also means that the student is not truly accessing the general education curriculum. Accommodations should be tried and exhausted before making the decision to modify.

Examples of modifications vary widely depending on the needs of the student and may include:

Altering the curriculum so the standards are below the student’s grade level.

Reducing the amount of material to be read

Reducing the number of questions on an assessment, or reducing the number of answer choices on a multiple-choice test

Changing written response answers to multiple choice or short answer

Changing numbers in math. For example, having the student complete 2 by 1 digit multiplication problems when the rest of the class is doing 4 by 2 digit multiplication, or having the student add fractions with like denominators when the rest of the class is adding with unlike denominators.

Assigning one paragraph when the other students are writing a multi-paragraph essay.

Having the student read a summary of the text instead of the entire text that was assigned.

No matter what your student needs, it is important that the general education teachers and specials teachers are aware of any accommodations or modifications that need to take place for the student. Talk to them, and make sure that everyone is on the same page. This is the best way to set our students up for success!

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