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S, Delussey. (2021). 9 Types of Adaptations. The Intentional IEP. https://www.theintentionaliep.com/9-types-of-adaptations/ 

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Definition:

An adaptation is any curricular or instructional change that is made to support students, commonly in the form of a modification or accommodation.

Examples:

1. Adapt the length or size of an assignment: Assignments can be split into parts or sections, such as first requiring a rough draft then a final draft. Tiering assignments ensures that expectations are the same even if there is less content (Delussey, 2021).

2. Adapt the difficulty of an assignment: If several students are making the same mistake or struggling with material then the level of support given can be adjusted. Difficulty can be lessened by offering more personal one on one support (Delussey, 2021).

3. Adapt the time allowed: If you notice that students are finishing a task too early or struggling to finish it on time, then the time allotted can be adjusted. Students can also make use of extra time to go over their work (Delussey, 2021).

Applications:

Adaptions can be made for the benefit of all students and may be informal. Special education students in particular receive adaptations in the form of accommodations and modifications.

HLP/EBP:

Scaffolding is an evidence-based approach that can support students in accessing general curriculum along with adaptations. Scaffolding allows students to build independence gradually (Hanson, 2025). https://special-education-journey.com/evidence-based-practices-in-specialeducation/#:~:text=EBPs%20may%20include%20a%20variety,for%20students%20with%20attention%20deficit

Resource:

The blog “the intentional IEP” by Delussey (2021) provides examples of adaptations and how to integrate them in the classroom, as well as information on IEPs in general. https://www.theintentionaliep.com/9-types-of-adaptations/

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Definition:

Accommodations are tools or supports that make learning more accessible to students without changing the curriculum.

Examples:

1. Setting accommodation: A student with glasses is having trouble seeing the board. To accommodate them, you give them preferential seating up front.

2. Response accommodation: Utilizing tools like speech to text technology is an accommodation for students who qualify (Kennedy et al., 2018).

3. Assessment Accommodation: Students are given more test time or designated areas to take assessments (Kennedy et al., 2018).

Applications:

A high variety of students can qualify for accommodations. Accommodations can address physical, social, emotional, or cognitive development. Accommodations can also address specific learning abilities such as increased test time for students with ADHD (Kennedy et al., 2018).

HLP/EBP:

Assistive technology is an evidence-based practice that includes accommodations such as text to speech devices and other tools. The Iris center (n.d.) provides an overview of assistive technology. https://iris.peabody.vanderbilt.edu/module/at/cresource/q1/p01/

Resource:

The blog Positively Learning defines accommodations, gives examples and explores how it differs from other supports. https://positivelylearningblog.com/is-it-an-accommodation-or-a-modification/

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Definition:

Modifications are direct changes that alter the curriculum. If students are unable to meet the standard learning goals for whatever reason, then modifications change those expectations so that they fit into the student’s unique learning goals.

Examples:

1. Curriculum modification: A student who is struggling with addition continues to work on addition while the rest of the class moves forward with multiplication (Lee, n.d.).

2. Assessment Modification: Several students get the same question wrong on a test. The test is modified by changing or omitting the question.

3. Alternative Assignment: An ESL student is given simpler reading material that is not grade level.

Applications:

Modifications can be used when accommodations alone are not sufficient. Students with an IEP or specific learning disabilities benefit from modifications so that academic criteria are suited for their needs.

HLP/EBP:

An evidence-based practice that may benefit students receiving modifications is self-regulation. Self-regulation strategies can improve the emotional welfare of the student and help them manage their behavior (Hanson, 2025). https://special-education-journey.com/evidence-based-practices-in-special-education/#:~:text=EBPs%20may%20include%20a%20variety,for%20students%20with%20attention%20deficit

Resource:

The article by Lee (n.d.) delves further into academic modifications and provides some examples. https://www.understood.org/en/articles/modifications-what-you-need-to-know

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Definition:

Differentiated instruction is a teaching method that aims to tailor instruction to the individualized needs of diverse students.

Examples:

1. Strategic and flexible grouping: Implementing different types of grouping such as small groups, large groups, or independent learning can address different needs and keep instruction dynamic (Ferlazzo, 2023).

2. Design lessons to incorporate a mixture of verbal, visual, and hands-on learning so that various learning styles are accounted for.

3. Provide a variety of materials for students to utilize such as illustrations, graphic organizers, sentence stems, word banks, and other scaffolds (Ferlazzo, 2023).

Applications:

All students may benefit from tailored instruction. Students with different learning styles, ESL students, or students with exceptionalities represent some of the diverse needs that differentiation aims to cover.

HLP/EBP:

As outlined by Kennedy et al. (2019), flexible grouping is a high-level practice that supports differentiation. Students can be grouped according to their individualized needs. https://highleveragepractices.org/hlp-17-use-flexible-grouping

Resource:

The article “What does successful differentiated instruction look like in the classroom” by Ferlazzo (2023) gives insight on instructional strategies and how to effectively differentiate.

https://www.edweek.org/teaching-learning/opinion-what-does-successful-differentiated-instruction-look-like-in-the-classroom/2023/11

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Definition:

Specially Designed Instruction (SDI) is the special education which a child receives as outlined by IDEA. SDIs are tailored to the needs of the student, encompassing their IEP, learning goals or disabilities.

Examples:

1. Educational aids or paraprofessionals who accompany a student in class (Texas Education Agency, 2022).

2. Special materials or equipment awarded to support the student (Texas Education Agency, 2022).

3. Consultation  with the student and teachers or IEP team (Texas Education Agency, 2022).

Applications:

SDI is useful for students who already have an IEP in place. SDI's are fixated on IEP goals and individual learning needs, taking disabilities into account.

HLP/EBP:

A research-based approach for SDI proposed by the Texas Education Agency (2022) is direct instruction. Instructional approaches should be suited to the specific needs of the student, such as instructing some students with an inquiry model while others are given explicit instruction (Texas Education Agency, 2022, p. 9). https://spedsupport.tea.texas.gov/sites/default/files/2023-08/specially-designed-instruction.pdf

Resource:

This document is a resource for special education teachers. It defines SDI and offers strategies on integrating SDI in the classroom. https://spedsupport.tea.texas.gov/sites/default/files/2023-08/specially-designed-instruction.pdf

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Definition:

While modifications and accommodations help students access curriculum in general, interventions are more specific and aimed at building certain skills. Interventions are goal oriented and must be monitored to observe progress.

Examples:

1. Additional instruction or extra practice and support given to small groups or individual students (Sharp School, n.d.).

2. Targeted Instruction: Working on increasing specific skillsets like reading comprehension.

3. Teaching a specific new skill or strategies with applying skills (Sharp School, n.d.).

Applications:

Intervention is enacted for students who demonstrate a deficit in knowledge, need improvement with a particular skill, or need improvement behaviorally (Sharp School, n.d.).

HLP/EBP:

A relevant evidence-based practice is response to intervention (RTI). This practice aids students who are struggling academically or behaviorally, providing intensive support (Hanson, 2025).https://special-education-journey.com/evidence-based-practices-in-specialeducation/#:~:text=EBPs%20may%20include%20a%20variety,for%20students%20with%20attention%20deficit

Resource:

“The difference between interventions and accommodations” by Morin (n.d.) provides more information about interventions and what sets them apart from other supports. https://www.understood.org/en/articles/the-difference-between-interventions-and-accommodations

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If you have a child who struggles in school, it can be hard to make sense of all the different supports and services available. Kids get help in all sorts of ways and settings.

Some spend all day in the general education classroom and use accommodations. Some receive specialized instruction ( special education). Still others leave the classroom to take part in response to intervention (RTI) programs. And some may do all these things.

Intervention and accommodation are both types of support. But they aren't the same thing, and they're not designed to help in the same way. Here are the key differences.

What they are

Targeted instruction to improve a specific skill.

Interventions are based on a child's needs. They:

Supplement the general education program

Use evidence-based strategies and techniques

Help students improve a skill or learn to apply existing skills to new situations

A change to teaching or testing that removes barriers and provides equal access to learning. Unlike a modification, it doesn't change what a child is learning. It changes how a child is learning.

Academic expectations aren't lowered. A child with writing issues might be allowed to say the answers for a test instead of writing them. But the end result of the work is equal to that of kids without accommodations.

Circumstances in which they are used

Interventions are used to teach the skills kids need to improve a specific area of weakness. Once those skills are gained, interventions typically end.

Those weaknesses could be deficits in academic skills, like reading or writing. But there are also interventions for behavior problems (PBIS) that help kids better manage self-regulation, or learn more appropriate ways to interact with other kids.

Students with an Individualized Education Program (IEP) or a 504 plan have formal accommodations included in their plans. They may or may not continue to get those supports throughout their school years.

Struggling students who don't have an IEP or a 504 plan may be able to get informal supports that enable them to show what they know.

What they should include

Interventions should include targeted assessments to measure the development of a child's skills.

Instruction should be planned carefully and provided regularly. It should include data collection (or progress monitoring) to track growth and help shape decisions about next steps.

Accommodations allow a child to get around a specific barrier or challenge. They should represent a change in one or more of the following:

Presentation (the way information is presented)

Response (the way assignments or tests are completed)

Setting (where your child learns)

Timing and scheduling (the time your child has to do the task)

Examples may include

A system of scaffolding showing kids that what they already know can help improve their understanding of a topic ("We're going to read a story about dogs. Before we do, think about what you already know about dogs that may be useful as we read.")

Multisensory reading programs

Schoolwide PBIS programs that explicitly teach behavior that is acceptable in the school environment

Social Thinking®

Preferred seating away from distractions

Use of a formula sheet or number line for math tests

Small group testing

Extended time for assignments or tests

An extra set of textbooks for home

Audiobooks or text-to-speech technology

The freedom to work or take a test in a different setting, such as a quiet room with few distractions

About the author

About the author

Amanda Morin is the author of "The Everything Parent's Guide to Special Education" and the former director of thought leadership at Understood. As an expert and writer, she helped build Understood from its earliest days.

Reviewed by

Reviewed by

Jenn Osen-Foss, MAT is an instructional coach, supporting teachers in using differentiated instruction, interventions, and co-planning.

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The Difference Between Interventions and Accommodations

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If you have a child who struggles in school, it can be hard to make sense of all the different supports and services available. Kids get help in all sorts of ways and settings. Some spend all day in the general education classroom and use accommodations. Some receive specialized instruction ( special education).

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A, Lee. (n.d.). What are academic modifications? Understood.https://www.understood.org/en/articles/modifications-what-you-need-to-know

The Iris Center. (n.d.).  Assistive Technology: an overview. Vanderbilt University. https://iris.peabody.vanderbilt.edu/module/at/cresource/q1/p01/

J, Hanson. (2025). Evidence based practices in special education. Special Education Journey. https://special-education-journey.com/evidence-based-practices-in-special-education/#:~:text=EBPs%20may%20include%20a%20variety,for%20students%20with%20attention%20deficit

Texas Education Agency. (2022). Specially Designed Instruction: A Resource for Teachers.  Education Service Center, Texas Education Agency. [PDF]. https://spedsupport.tea.texas.gov/sites/default/files/2023-08/specially-designed-instruction.pdf

Kennedy, M. J., Cook, L., Morano, S., & Peeples, K. N. (2019). High-leverage practice #17: Use Flexible Grouping. https://highleveragepractices.org/hlp-17-use-flexible-grouping

Kennedy, M. J., Peeples, K. N., Romig, J. E., Mathews, H. M., Rodgers, W. J.  (2018). High-leverage practice #12: Systematically designed instruction towards learning goals. https://highleveragepractices.org/hlp-13-make-adaptations

S, Delussey. (2021). 9 Types of Adaptations. The Intentional IEP. https://www.theintentionaliep.com/9-types-of-adaptations/

Sharp school. (n.d.) Accommodations, Modification and Interventions. [PDF]. Sharp School. https://cdnsm5-ss10.sharpschool.com/UserFiles/Servers/Server_18918846/File/Counseling%20Center/Student%20Support%20Team/Resources%20for%20Teachers/Forms%20for%20Teachers/Accommodations_Modification_Interventions.pdf

L, Ferlazzo. (2023). What Does Successful Differentiated Instruction Look Like in the Classroom? Education Week. https://www.edweek.org/teaching-learning/opinion-what-does-successful-differentiated-instruction-look-like-in-the-classroom/2023/11