The Core Distinction
Accommodation
HOW
Changes how a student learns or demonstrates knowledge. Learning expectations — and the TEKS objectives — remain the same. The goal is access.
Does not change grade-level expectations
Modification
WHAT
Changes what the student is expected to learn. The student may complete or be assessed on simplified or less complex content. The goal is progress.
Requires an annual IEP goal to address it
⚠️ Context matters: Whether a support is an accommodation or a modification is determined by the content being taught and the grade-level TEKS. The same tool (calculator, spell check, extra time) can be an accommodation at one grade level and a modification at another. Always anchor the classification to the specific learning objective.
The Four Types of Accommodations
ARD and 504 committees should consider whether changes in each area are required for the student to access the general curriculum.
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Presentation
Alters the way instruction, directions, and information are delivered — allowing access to content in non-standard ways.
✏️
Response
Allows students to record work in alternate ways or organize responses using a material or device.
⏱️
Timing / Scheduling
Adjusts time and scheduling requirements for assignments, homework, and assessments. Includes breaks or reminders to stay on task.
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Setting
Changes the location of instruction or the conditions of the environment. Setting accommodations generally do not rise to the level of modifications.
Context-Dependent Examples
The same support can function as either — classification depends on the learning objective.
| Support |
🔵 Accommodation (HOW) |
🟢 Modification (WHAT) |
Spell Check
ABC ✓ |
Objective is to write a three-paragraph essay about the water cycle — spell check supports composition and editing without changing the objective. |
Objective is to demonstrate mastery of specific spelling rules — spell check bypasses the intended skill. |
Text to Speech
A/z 🔊 |
Objective is to learn grade-level science content — TTS supports access when the student reads below grade level. |
Objective is to demonstrate reading comprehension at grade level — TTS replaces the skill being measured. |
Calculator
🖩 |
Objective is solving multi-step word problems — calculator supports computation so the student can demonstrate problem-solving. |
Objective is to demonstrate 3-digit × 2-digit multiplication with regrouping — calculator bypasses the computation skill. |
Extended Time
⏱️ |
Objective is to demonstrate content understanding — additional time removes the speed barrier without changing what is measured. |
Objective is multiplication fact fluency (speed is integral) — extra time changes the construct being assessed. |
Small Group
Setting |
Student reads independently for 20 min; small group with teacher supports sustained attention without changing the task. |
Setting accommodations generally do not constitute modifications because they do not change what the student is expected to learn. |
Modifications — ARD Documentation Requirement
Required IEP action: When an ARD committee determines that a modification is needed — meaning the student will not master all grade-level content in the enrolled curriculum — the committee must write an annual IEP goal to address that modification. This requirement applies to modifications to the grade-level TEKS, not to accommodations.
- → Document the specific TEKS objective(s) being modified in the IEP
- → Write a measurable annual goal directly tied to the modification
- → Distinguish in the FIE recommendations between accommodations (access supports) and modifications (changes to expectations)
- → Ensure SDI is explicitly planned to address the modified skill area
Linguistic Accommodations — EB Students
Definition: Linguistic accommodations are second language acquisition supports embedded in content-area instruction that make content accessible to emergent bilingual (EB) students. They are distinct from disability-related accommodations, though a dually-identified student may need both.
- → ELPS alignment required: Linguistic accommodations used during instruction must align with the student's English proficiency level and familiarity with the content (PLDs).
- → STAAR designated supports: LPAC can recommend supports for state assessments, guided by what is implemented regularly in the classroom.
- → Dually identified students: For students who are both EB and receive SPED services, the LPAC must work in conjunction with the ARD committee to determine which supports are needed based on language proficiency and disability.
- → See the EB Navigator for evaluation-stage considerations and bilingual battery guidance.
FIE Recommendations Language Guidance
Accommodation rationale basis: The justification for specific accommodations in an FIE typically draws from the student's evaluation data, IEP history, observed response to accommodations with and without support, and teacher input. Recommendations should name the accommodation type, the skill area it supports, and the rationale grounded in evaluation findings.
Example framing: "Due to [student]'s identified [processing deficit / disability area], the following presentation accommodations are recommended to support access to grade-level instruction without altering learning expectations: [list]."
Quick ARD Decision Prompts
- ✓ Does this support change the objective of the assignment or assessment? → If yes, it is likely a modification.
- ✓ Does this support bypass the skill being measured? → If yes, it is likely a modification.
- ✓ Does this support only change how the student accesses or demonstrates the same skill? → Likely an accommodation.
- ✓ Is the student being assessed on less content or a reduced complexity version? → Modification — annual goal required.
- ✓ Would the same support at a different grade level change its classification? → Anchor classification to current grade-level TEKS only.
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Source: Texas Education Agency — Understanding Accommodations and Modifications (Texas SPED Support). Content on this page is paraphrased and synthesized from TEA guidance. For the complete document including STAAR accommodation criteria and SDI alignment, see the
Texas SPED Support resource library and the
TEA SDI Guide.
Related Hub Tools
- ↗ Accommodations Bank — filterable by disability area and setting; copy-ready language for FIE recommendations
- ↗ Eligibility Suite — criteria checklists for all 13 Texas IDEA categories
- ↗ Report Starter — AI-assisted Recommendations section with accommodation language generation
- ↗ EB Navigator — bilingual evaluation guidance including LPAC/ARD coordination for dually identified students