Understanding Supports, Services, Accommodations, Modifications & Placements
If your child has a condition that impacts their learning, meeting their needs can feel like an uphill battle in uncharted territory. As parents strive to get familiar with IEPs, 504s, and intervention options, they’re overloaded with acronyms and jargon. We’ve put together a reference guide of resources commonly offered in education programs to help parents understand their meanings and gain clarity on the types of interventions their student may need.
Ready to brush up on your education program knowledge? Check out our reference guide:
Supports
“Supports” broadly describes changes to HOW a student learns and WHAT a student learns, based on their unique needs. The 2 subcategories of supports are accommodations and modifications:
Accommodations
What are they?
Accommodations are adjustments to HOW your child is learning – meaning they are not learning a different curriculum than their peers but are provided tools to overcome barriers in the general education setting. For example, a student with auditory processing disorder might receive noise-reducing headphones, allowing them to focus in class without experiencing discomfort. They’re expected to learn the same information as other students, but with tools to help them work around their challenges.
When are they needed?
Accommodations are appropriate when a child has the physical and cognitive ability to learn the standard curriculum but faces barriers to fully benefit in the general instruction setting. Some examples include children with ADHD who struggle to sit and focus for lengthy periods, kids with autism spectrum disorder who may be bothered by certain classroom stimuli, or students with dyslexia who have difficulty reading. Accommodations can be offered in both IEPs and 504 Plans for eligible students.
What are common examples of accommodations?
Presentation accommodations (changes in how information is presented to the student):
Learning from audio recordings or videos, rather than reading text
A “designated reader” who speaks instructions aloud to the student
Large print textbooks
Visual aids
One-on-one teaching
Receiving notes and outlines
Response accommodations (changes in how the student is permitted to complete and share responses in class, homework, and/or tests):
Dictation software or typing instead of manual writing
Giving hands-on presentations instead of written responses
Being allowed to write responses if they struggle with verbal presentations
Use of assistive technology such as:
Dictation software
Computers or tablets
Spellcheck or a dictionary
Calculators or manipulatives
Slant boards or pencil grips
Organization accommodations (tools to facilitate organization):
Use of an assignment organizer
Assistance maintaining a planner for assignments
Use of an alarm to assist with time management
Permission to mark textbooks with a highlighter
Scheduling accommodations (loosened restrictions on time):
Receiving extra time to process instructions
Allowing additional time to complete assignments & tests
Being given frequent breaks
Taking tests at a specific time of day (i.e., before taking their medication which causes drowsiness, or after recess so they’ve had adequate movement)
Taking tests in shorter time segments over multiple days
Breaking up large projects into smaller segments over time
Transition warnings
Setting accommodations (changes to the environment that reduce barriers):
Being given a quiet space to work
Being allowed to work in a small group to facilitate peer support
Strategic seating near the teacher to improve focus
Special lighting or acoustics
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Modifications
What are they?
Modifications change WHAT your child is learning, by adapting the state’s standard curriculum, assignments, and student’s goals to be less demanding. For example, a student’s IEP may specify that they be expected to reach a lower-grade reading level by the end of the year, or allow them to remain learning subtraction while the rest of the class progresses to multiplication. Any time the state’s grade level curriculum and expectations are not adhered to for a student, their adapted schoolwork is defined as a modification. Modifications are only allowable for students who have been deemed eligible for an IEP.
When are they needed?
Modifications are considered when a child is far behind their peers in one or more subjects, or when they have a condition that impairs their ability to participate in standard grade level work. However, it is generally recommended that accommodations be attempted before turning to modifications. Because modifications allow students to learn less than is typically expected, they can jeopardize a student’s ability to pass exit exams, earn their high school diploma, or be accepted into colleges.
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Still, there are circumstances when modifications are appropriate, such as when a student is several grade levels behind in reading and cannot catch up with accommodations and services alone. In such cases, the child’s education team should set timebound goals to get the student to grade level proficiency so that modifications can be reduced or phased out over time.
Note that only students eligible for an IEP receive modifications; children with 504 Plans can qualify for accommodations, but not modifications. For example, the 504 Plan of a student with Type 1 diabetes might accommodate their needs to check glucose readings and visit the nurse throughout the day. If they are able to learn typically, however, they would not qualify for an IEP with modifications to their curriculum.
What are common examples of modifications?:
Assignment modifications
Reworded homework questions using simpler language
Shorter tests with fewer questions
Being tested on reduced content (i.e., being tested on one chapter of a book, while the rest of the class is tested on three)
Being excused from certain assignments
Curriculum modifications
More lenient grading standards
Learning different material (i.e., - being provided a different textbook such as multi-sensory reading material designed for students with dyslexia).
Modified physical education, such as swimming fewer laps
Unsure whether accommodations or modifications are the best option for your child? Schedule your consultation below to learn how our Educational Consulting services can help.
Services
What are they?
There are 2 types of services: related services, and educational services. Related services are the educational equivalent of therapeutic services, providing specialized help in areas of a student’s needs, such as speech therapy for a child with a stutter, or counseling for a teen struggling with an emotional disturbance. Educational services refer to the types of specialized academic instruction (SAI) a student receives to overcome barriers and in their academic placement setting(s).
When are they needed?
Services are considered when a child has a condition that makes it difficult to fully benefit from instruction and cannot be addressed with classroom accommodations alone. Students are often pulled out of their general education or special education classroom for part of the day to receive services.
What are common examples of services?:
Targeted instruction by a special education teacher or paraprofessional in the general education and/or special education classroom or resource room
Speech-language therapy
Audiology services
Occupational and physical therapy
Psychological counseling
Vocational rehabilitation
Assistive Technology
Adapted Physical Education
Parent counseling and training
Social skills training
Therapeutic recreation
Interpreter services
Social work
Medical services for chronic health conditions
Placements
What are they?
Academic placement refers to the setting in which a student receives their education. A student’s placement is defined by the amount of time they spend in a general education classroom, a special education program, or within other specialized facilities outside of their public school.
When are placement changes needed?
IDEA states that a child should be educated in the Least Restrictive Environment (LRE), meaning they should spend as much time as possible in a general education classroom. If their needs cannot be addressed through accommodations and services, their IEP team may determine a placement change as their best option to receive a fair and appropriate education.
What placement types are there?:
General education setting: the standard classroom in which at least 70% of students are not identified as being eligible for special education
Pull-out instruction: being pulled out the general education class for special instruction
Push-in instruction: a special education teacher or paraprofessional joining the general education teacher to work together in the general ed classroom. Push-in instruction can be conducted with a Collaborative Class or a Co-Taught Class staffing model:
Collaborative: 1 certified general education teacher and
1 paraprofessional instructional assistant or aideCo-Taught: 1 certified general education teacher and
1 certified special education teacher
Self-contained special education: a classroom solely designated for special education
Non-public schools: Private schools designed to meet the needs of students with certain diagnoses, such as autism spectrum disorder or dyslexia
Residential & hospital programs: Live-in programs designed for intensive, temporary support for students with needs that exceed their school and district’s resources
For more details on each of these placement types, check out our guide to understanding the Least Restrictive Environment.
Need more help navigating your child’s options?
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Our comprehensive evaluations test for conditions that impact mental health and development such as ADHD, autism spectrum disorders, depression, anxiety, learning disorders, and developmental delays.
In addition to diagnostic services, we offer Independent Educational Evaluations (IEEs) of K-12 students to assess needs for accommodations in school and determine their appropriate placements. IEEs provide an objective second opinion on existing IEP and 504 Plans.
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References:
Individuals with Disabilities Education Act, 20 U.S.C. § 1400 (2004)
Kessler, E. (n.d.) Examples of accommodations and modifications. Smart Kids with Learning Disabilities. Retrieved from https://www.smartkidswithld.org/getting-help/the-abcs-of-ieps/examples-of-accommodations-modifications/
Morin, A. (n.d.) Related services for kids who learn and think differently. Understood.org. Retrieved from https://www.understood.org/en/articles/related-services-for-kids-with-learning-and-thinking-differences-what-you-need-to-know
Morin, A. (n.d.) The differences between supports and services in school. Understood.org. Retrieved from https://www.understood.org/en/articles/the-difference-between-services-and-supports-for-kids-with-learning-and-thinking-differences
Morin, A. (n.d.) Common accommodations and modifications in school. Understood.org. Retrieved from https://www.understood.org/en/articles/common-classroom-accommodations-and-modifications
Morin, A. (n.d.) Classroom accommodations for sensory processing issues. Understood.org. Retrieved from https://www.understood.org/en/articles/at-a-glance-classroom-accommodations-for-sensory-processing-issues
Shinn, M.M. (2018). Accommodations for College Entrance Exams: What Parents Need to Know. Psychologically Speaking. [Variations Psychology blog post]. Retrieved from https://www.variationspsychology.com/blogs/does-my-child-need-accommodations-for-the-sat-act
Shinn. M.M. (2019). Could I Have ADHD or Executive Functioning Issues? Psychologically Speaking. [Variations Psychology blog post]. Retrieved from https://www.variationspsychology.com/blogs/could-i-have-adhd-or-executive-functioning-issues
Shinn. M.M. (2020). Could My Kid Have a Processing Disorder? Psychologically Speaking. [Variations Psychology blog post]. Retrieved from https://www.variationspsychology.com/blogs/could-my-kid-have-a-processing-disorder
Shinn. M.M. (2019). Could My Teen Have Autism? Psychologically Speaking. [Variations Psychology blog post]. Retrieved from: https://www.variationspsychology.com/blogs/could-my-teen-have-autism
Shinn. M.M. (2020). Detecting Dyslexia: Could My Kid Have It? Psychologically Speaking. [Variations Psychology blog post]. Retrieved from https://www.variationspsychology.com/blogs/detecting-dyslexia-could-my-kid-have-it
Shinn. M.M. (2020). Diagnostic Testing: 6 Reasons it’s the Best First Step Before Therapy or Educational Services Psychologically Speaking. [Variations Psychology blog post]. Retrieved from https://www.variationspsychology.com/blogs/diagnostic-testing-6-reasons-its-the-best-first-step-before-therapy-or-educational-services
Shinn, M.M. (2018). Graduate Student’s Guide to Test Accommodations: The LSAT, MCAT, GRE, NCLEX, CBEST, GMAT, Cosmetology Exam, Contractors Exam, & Bar Exam. Psychologically Speaking. [Variations Psychology blog post]. Retrieved from https://www.variationspsychology.com/blogs/graduate-students-guide-to-test-accommodations
Shinn. M.M. (2020). Independent Educational Evaluations (IEEs): What They Are & How They Can Help. Psychologically Speaking. [Variations Psychology blog post]. Retrieved from https://www.variationspsychology.com/blogs/independent-educational-evaluations-iees-what-they-are-how-they-can-help
Shinn. M.M. (2019). My Kid Might be Held Back a Grade – What Do I Do?! Psychologically Speaking. [Variations Psychology blog post]. Retrieved from: https://www.variationspsychology.com/blogs/my-kid-might-be-held-back-a-grade-what-do-i-do
Shinn. M.M. (2019). Taking Chronic Illness to School: 9 Tips to Stay Safe & Healthy. Psychologically Speaking. [Variations Psychology blog post]. Retrieved from https://www.variationspsychology.com/blogs/my-kid-has-a-chronic-illness-how-do-i-prepare-them-for-school
Shinn. M.M. (2020). Understanding Education Plans: A Parent’s Guide to 504s and IEPs. Psychologically Speaking. [Variations Psychology blog post]. Retrieved from https://www.variationspsychology.com/blogs/understanding-education-plans-a-parents-guide-to-504s-and-ieps
The difference between accommodations and modifications. (n.d.) Understood.org. Retrieved from https://www.understood.org/en/articles/the-difference-between-accommodations-and-modifications
How to Cite This Blog Article:
Shinn. M.M. (2022). Understanding Supports, Services, Accommodations, Modifications & Placements. Psychologically Speaking. [Variations Psychology blog post]. Retrieved from www.variationspsychology.com/blogs/understanding-supports-services-accommodations-modifications-placements