Accommodations & Modifications

By: Carmen Willings
teachingvisuallyimpaired.com
​Updated June 14, 2025
Understanding the distinction between accommodations and modifications is essential for developing an appropriate Individualized Education Program (IEP). A helpful way to remember the difference: “A” comes before “M” in the alphabet—just like accommodations should be considered before modifications.

Accommodations: Access Without Altering Standards

Definition:
Accommodations are changes to how a student accesses information or demonstrates learning. They do not lower academic standards or alter the complexity of the content. Instead, they are designed to provide equal access and reduce barriers caused by the student’s disability.
Purpose of Accommodations:
  • To minimize or eliminate disability-related barriers
  • To support access to the general education curriculum
  • To ensure fairness, not advantage
Key Considerations:
  • Must be used regularly during instruction, not introduced only during testing
  • Should be aligned with individualized needs
  • Must be content-specific (what is helpful in math may not apply in ELA)
  • Should include input from teachers, therapists, family, and the student
  • Must be in line with state-approved accommodations 

Types of Accommodations

Changes in the Medium Used
  • Braille materials
  • Large print
  • Audio recordings
  • Digital/electronic text
  • Oral testing or use of a scribe
Changes in Material Presentation
  • Copies of visual materials at student’s desk
  • Verbalization of board or projector content
  • High-contrast board writing
  • Slant board for visual positioning
  • Screen positioning to reduce glare
  • Use of tactile or recorded texts
  • Lecture recordings
  • Plain backgrounds for materials
  • Contrasting trays or mats
Changes in Time Requirements
  • Extended time (time and a half or double time)
  • Time consideration for adaptive equipment use
  • Adjustments for fatigue or scanning difficulty
Changes in Student Response Format
  • Oral responses
  • Bold line or raised line paper
  • Modified output (e.g., shorter assignments covering essential content)
  • Alternative writing tools (e.g., bold pens, 20/20 pens, mechanical pencils)
Changes in Setting
  • Preferential seating (close to board or presentations)
  • Facing away from windows to reduce glare
  • Permission to move closer to content or relocate as needed
Environmental Adaptations
  • Light filters on fluorescent lights
  • Reduction of background noise (or use of noise-canceling headphones)
  • Clear pathways; clutter-free classrooms
  • Predictable item placement
  • Task lighting as needed
  • Locker accommodations (low, accessible lockers; key locks)

Modifications: Changing the Academic Expectations​

Definition:
Modifications change the content, expectations, or performance level. These adjustments lower academic standards and are only appropriate when a student cannot access the curriculum with accommodations alone.
Use Modifications When:
  • The student’s disability significantly limits access, even with accommodations
  • Supplementary aids and services have not been successful
  • Assessment data and classroom performance suggest a need for alternate expectations
  • Emotional well-being and learning success require adapted outcomes
Important: Modifications may place the student at risk of not meeting graduation requirements. Families must be informed of this implication.

​Types of Modifications

  • Reducing the number or complexity of assignments (e.g., only easier items)
  • Lowering the rigor of assignments
  • Teaching fewer standards
  • Providing answer prompts or hints on tests or assignments

Test-Taking Accommodations for College-Bound Students

Students pursuing post-secondary education will likely take tests such as the ACT, PSAT, SAT, and AP exams. These are governed by the College Board’s Services for Students with Disabilities (SSD).
Key Requirements:
  • Submit requests for accommodations early
  • The student must have a documented disability
  • Complete the SSD Student Eligibility Form (signed by the family)
  • Accommodations must reflect what the student uses in school
Resource: Family Connect by AFB provides helpful information for parents regarding college test accommodations.

​Best Practice Reminder

"Materials should be adapted only to the extent necessary for efficient learning. If regular materials can be used in conjunction with environment adaptations or low vision devices, such an approach is preferable to using specialized materials." 
​-J.M. Stratton: JVIB, Jan 1990 (84) 3-5

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