Accommodations vs. Modifications
Accommodations and modifications are often confused; however, they are fundamentally different. Accommodations level the playing field to allow access, but do not change or lower learning/grading standards. Conversely, modificiations alter, reduce or lower grade-level expectations to meet the needs of the learner.
Accommodations
Accommodations change how content is taught, made accessible and/or assessed. Unlike modifications, they do not change the state standard or level of difficulty of the content being taught.
According to Dr. Linda Crawford, "Accommodations are instructional or test adaptations. They allow the student to demonstrate what he or she knows without fundamentally changing the target skill that’s being taught in the classroom or measured in testing situations. Accommodations do not reduce learning or performance expectations that we might hold for students. More specifically, they change the manner or setting in which information is presented or the manner in which students respond. But they do not change the target skill or the testing construct."
In most states, accommodations fall under four categories:
Presentation: for example, presenting material differently (e.g., large print, Braille).
Response: for example, allowing the student to respond to test items in an alternative fashion (e.g., orally or through a scribe).
Setting: for example, allowing a student to complete a task or test in an alternative setting (e.g. a quiet room or small group).
Timing: for example, offering extended time to complete a task or assessment (assuming fluency or, rate & accuracy is not being assessed), or allowing a student to travel to and from classes before or after passing periods (to avoid crowds or loud noises).
According to a publication issued by the National Association of School Psychologists, "The challenge for educators rests in providing accommodations to level the playing field for students with disabilities, without creating an unfair advantage for these students over their non-disabled peers....Decisions regarding which, if any, accommodations are necessary should be made on an individual basis for each student using all available data regarding the student's needs and past performance."
Accommodtations may be delivered through a 504 plan. They may also be included in an IEP.
Modifications
Modifications alter, reduce, or lower the standards or expectations for a grade level, subject, or assessment (in order to meet the needs of the learner).
In other words, modifications are changes in what and how a child is expected to learn, based on his or her individual needs. Modifications may include changes to:
Instructional level
Content/curriculum
Performance criteria
Assignment structure
For example, a child with a reading disability might not be expected to take the same literacy test as his or her non-disabled peers. Instead, his or her test would be significantly modified in order to be appropriate for his or her ability level. Additionally, his or her instruction would be significantly different when compared to his or her typical peers.
