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Accommodations vs. Modifications

 



 
 

 

TEA Division of IDEA Coordination
Content Modifications vs. Instructional Accommodations
A CHART TO FACILITATE COMMUNICATION

 

 Instructional Accommodation Instructional Modification

 

EXPLANATION

 

Changes how the content is

  • taught,
  • made accessible, and/or
  • assessed.
Accommodations DO NOT change what the student is expected to master.  The objectives of the course/activity remain intact.

 

Also changes how the content is

  • taught,
  • made accessible, and/or
  • assessed.

Modifications DO change what the student is expected to master. Course/activity objectives are modified to meet the needs of the learner.

 

 

EXAMPLES

 

  • One-on-one or small group instruction
  • Extended time on assignments and/or assessments
  • Braille or large print materials
  • Shortened assignments and/or assessments
  • Slant boards or study carrels
Oral administration of subject-area tasks that do not assess decoding/reading comprehension

 

 

  • Instruction that focuses on selected grade-level TEKS instead of all of the TEKS for the grade-level course
  • Changes in the scoring rubrics or grading scale
  • Reducing the complexity of the activity (e.g., only one step as opposed to multiple steps to solve a problem)
Cueing or prompting the student during a grade-level activity

MODIFICATION = What
ACCOMMODATION = How

 

 

 


 


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