THE DIFFERENCE

BETWEEN
ACCOMMODATIONS
AND
MODIFICATIONS
Based on Beech's (2000) Guide to Accommodations and
Modifications: What Parents Need to Know

AN INFORMATIVE GUIDE FOR PARENTS & GUARDIANS

HOW WILL MY CHILD RECEIVE THE HELP THEY NEED?

The first step to identifying if your child needs
special accommodations or modification within
their learning environment is by discussing this
with your child's teacher. This allows the teacher
to understand and answer your concerns and
questions; observe and provide extra support for
your child within that classroom; and discuss your
child's next steps and a development of an
Individual Education Plan (p. 10-11).

WHAT IS AN INDIVIDUAL EDUCATION PLAN?

An Individualized Education Plan is intended to
outline the accommodations and/or modifications
that your child may need to create their instructional
experience that is relevant and responsive to their
requirements; represent their strengths; and help
them to succeed. It is intended to be a joint effort
between the school, teachers and parents. An IEP is
not a day-to-day lesson plan; it is an agenda of what
your child's program will focus on for a whole term (p.
9-10).

HOW WILL AN IEP HELP MY CHILD BE SUCCESSFUL?

When developing an IEP, a team of educators and specialists, such as
the principal, special education teacher, and child psychologist, meet
together to discuss your child's educational needs and the support
services that may be required, such as special education, counselling, or
therapy. Once the IEP is developed, educators are required to
accommodate and/or modify their instructional strategies, assessment
methods, and classroom environment to fit the needs of all their
learners so that all students feel included within the classroom (p. 10-
11).

START TO CHANGE YOUR CHILD'S WORLD

"As a parent of a student with a disability, you
are involved in making decisions about special
education services for your child" (Beech, 2000,
p.7)
ACCOMMODATIONS
An accommodation is a change that helps a student
overcome or work around their disability. It is used
to refer to the special teaching and assessment
strategies, human supports, and/or to demonstrate
learning (p. 7-8).
INSTRUCTIONAL STRATEGIES
ACCOMMODATIONS Provide study guides
Assign reading buddies
Changes to the way information Use of visual aid
is presented by the teacher and Oral and written instruction
practiced by the student. Provide manipulatives
Hands-on learning
Provide demonstrations
Highlight key words
Use of schedules and organizers
(p. 13-14)

STRATEGIES ENVIRONMENTAL
Preferential seating
Movement breaks
ACCOMMODATIONS
Environmental accommodations may
Access to technology
be related to the resources and
Alternative work location
Quiet spots in the classroom materials your child may use or to the
Provide activities for layout and use of classroom space.
unstructured time  
Post anchor charts and infor-
mational posters in the classroom
(p. 19-20)

ASSESSMENT STRATEGIES
ACCOMMODATIONS Provide additional time
Use scribing
Your child may require Use of assistive technology
accommodations that allow Choice of assessment task
classroom assessments to measure Read questions aloud
and communicate their growth and Use of calculator/dictionary
achievement clearly and Oral responses
realistically. Hands-on options
Chunk tasks and assignments
 
Provide breaks
(p. 15-18)

Assistive technology is an equipment of

ASSISTIVE TECHNOLOGY
product that is used to help individuals
improve their ability to perform specific
tasks.

Assistive technology provides tools

that allow individuals with learning
disabilities to work more effectively
within academic and vocational
settings (p. 12-13).
 MODIFICATIONS
A modification means a change in what is being
taught or expected from the student.
Modifications are changes in the age-
appropriate grade-level expectations for a
subject of course in order to meet a student's
learning needs (p. 22).
Modifications are adjustments
made to your child's curriculum
expectations to better fit their
specific educational needs. They
are documented on the IEP,
ususally for language and math
in elementary schools, of a
different grade level.

STRATEGIES
• Review previous report cards to obtain information on level of
achievement.
• Assess student to determine current level of achievement.
• Utilize professional reports and suggestions from specialists.
• Develop modifications using the Ontario curriculum for the subject area.
• With a team of teachers, educational workers, parents/guardians and the
student, develop an Annual Goal.
• Limit the learning expectations to a few specific goals that will be targeted.
• The learning expectations is focused for the term.
• Develop and implement a timetable of when instruction will occur.
• Develop a chart with the learning expectations to track progress.
• Communicate regularly with parents/guardians.
(p. 22-24)

EXAMPLE
A grade 5 class is completing their measurement unit. Students are
expected to measure the length, width, and height of regular and
irregular polygons. Students must also find the perimeter and area of
various polygons and demonstrate their understanding between the
relationship between volume and capacity of rectangular prisms.
A student that is on the autism spectrum has an IEP that states that
her measurement expectations are modified at the grade two level.
She is only required to demonstrate her knowledge and
understanding of measuring the length and width of regular polygons
and using 1-cm grid paper to find the area and perimeter of squares
and rectangles.

REFERENCES
Beech, M. (2000). Accommodations and Modifications: What parents
need to know. Florida Developmental Council, Inc. 2-53.
Retrieved from: https://files.eric.ed.gov/fulltext/ED458752.pdf