Accommodations and Modifications
Accommodations and modifications are often used together—but they are not the same.
Accommodations change how a student learns. They help level the playing field so students can access the same curriculum as their peers without changing learning expectations.
Modifications change what a student is expected to learn. They adjust the curriculum, workload, or expectations based on individual student needs.
In school-based OT, we often support teams by identifying strategies, tools, and environmental supports that improve participation, access, and independence in the school setting.
I created this handout as a quick reference for IEP meetings, team collaboration, and parent conversations.
Which one do you find yourself explaining more often—accommodations or modifications?
#SchoolBasedOT #SchoolOT #OccupationalTherapy #PediatricOT #SpecialEducation
When working in school-based occupational therapy (OT), I've found it essential to clearly differentiate between accommodations and modifications to support students effectively. Accommodations are designed to help students access the same curriculum by changing how they learn without altering the learning expectations. For example, providing audiobooks or extra time on tests helps level the playing field for students with disabilities, ensuring they can engage with the same material as their peers. On the other hand, modifications involve altering what the student is expected to learn — adjusting assignments or expectations to better fit the student's individual needs. This could include reducing the number of spelling words, simplifying assignments, or using a different grading standard tailored to the student's capabilities. In my experience, successful implementation relies heavily on collaboration among educators, therapists, and families. I often create quick reference handouts that clarify these differences during IEP meetings or parent consultations, making the distinctions straightforward. This transparency helps set realistic goals and fosters understanding around each student’s unique learning plan. Occupational therapists also play a vital role by identifying tools and environmental supports that promote independence and participation. For example, preferential seating or speech-to-text software can be considered accommodations and often make a huge difference in accessibility. It's important to remember that both accommodations and modifications are meant to empower students. While accommodations aim to reduce barriers without changing curriculum standards, modifications alter expectations to ensure meaningful progress tailored to learners’ needs. By embracing these approaches thoughtfully, we help all students thrive in the academic environment and achieve their fullest potential.
