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/

  
  

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 

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

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 

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/