Accommodations vs. Modifications: Understanding the Difference

In special education, two words often come up that can be easy to mix up: accommodations and modifications. They sound similar, and both are meant to help students learn and succeed. But they serve very different purposes. Knowing the difference helps parents, teachers, and students make thoughtful decisions about the kind of support that best meets a student’s needs.

Accommodations: Changing how, not what

Accommodations are adjustments to how a student learns or shows what they know, but the learning expectations stay the same. The goal is to remove barriers so the student can access grade-level material, even if they do it in a different way.

For example, a student who struggles with reading might listen to an audiobook instead of reading the text, or type their answers instead of writing them by hand. The content, assignment, and expectations don’t change—the path to get there just looks a little different.

Modifications: Changing what is taught or expected

Modifications go a step further. They change what the student is learning or expected to master. This might mean using a simplified text, reducing the number of math problems, or adjusting the learning goals altogether. In these cases, the student isn’t being held to the same grade-level standard as peers because the expectations themselves have been changed.

Why it matters

Understanding this distinction is more than just semantics, it has real implications for a student’s education. Accommodations are for students who can access grade-level content with the right supports. Modifications are for students who need a different level of instruction because grade-level material isn’t currently appropriate, even with supports in place.

This difference also matters when writing an IEP or 504 Plan. The type of support affects how progress is tracked, how goals are written, and sometimes even how a student is assessed. Being clear about whether something is an accommodation or a modification helps everyone on the team stay aligned.

A few examples

• A student listens to the same novel as their classmates using text-to-speech. That’s an accommodation, the “what” stays the same.

• Another student reads a different book with simpler language. That’s a modification, the “what” has changed.

• Giving a student extra time or a quiet room for a test is an accommodation. Giving a shortened or easier version of the test is a modification.

  
  

Things to keep in mind

Sometimes it’s tricky to tell the difference. If a student has fewer math problems but they’re still practicing the same skill or standard, it might still be an accommodation. If the work itself is adjusted to a lower level, that’s likely a modification.

One important consideration is that modifications can make it harder for students to catch up to grade-level expectations later. That’s why it’s important to use them thoughtfully and review them regularly to make sure they still make sense for the student.

Supporting students means meeting them where they are, but also helping them grow. Accommodations and modifications both play a role in that process. Accommodations give access to grade-level learning; modifications adjust the learning itself. When teams are intentional and clear about which one they’re using, it helps create a plan that truly fits the student and sets them up for success.