A common misconception is that accommodations and modifications are the same thing and they are used interchangeably to describe additional supports that a child needs, but this is NOT the case. It is important to know that accommodations and modifications are not the same thing and cannot be used interchangeably as they offer different supports for a student. No matter what is used, the accommodations and modifications must be detailed in the child’s IEP or 504 plan and the child's team must determine how the accommodation/modification will support the child's learning. Teachers should have data whether the accommodation/modification is working and if it can be faded back to promote further independence. See the additional resources tab for more resources about accommodations and modifications. While accommodations and modifications can only be provided through an IEP of a 504 plan, teachers can plan lessons using the UDL framework allowing all students access to varying ways of engagement, representation, and action and expression. 

Accomodations

In short, accommodations are supports that are put in place so that a student may access the same school day activities, lessons, and other content as their peers. Expectations for what the child is to produce is the same as their peers. 

Some Accommodation Examples-

Reading- large print text, graphic organizers, comprehension questions answered aloud
Math- number chart, manipulatives, multiplication chart (if not testing fluency)
Writing- graphic organizers, adapted paper, adapted pencils/grips
Other- review/simplified directions, additional time, alternative seating, dictate responses, speech to text, text to speech
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Modifications

In short, modifications are changes to the activities, lessons, or other content that the student accesses. This includes providing students instruction at a lower grade level than their enrollment. The student is not expected to produce the same products as the peers.

Some Modification Examples-

Reading- alternative books, highlighting important words, adapting a text to a lower reading level
Math- less problems, calculator, answer bank
Writing- outlining instead of an essay, word bank, spell check
Other- pass/no pass/modified grades, projects instead of tests, modified curriculum

Universal Design for Learning

The Universal Design for Learning is a framework that has been created by CAST (created by two researchers) in 1984 to provide additional supports to optimize teaching and learning. UDL can be used by any one including educators, parents, curriculum developers, or even researchers. UDL aims to address student needs proactively and making learning meaningful, challenging, and provide access to all learners. UDL aims to provide multiple means of access, building, and internalize learning through engagement, representation, and action/expression. The overall goal of the UDL framework it to create expert learners who are: purposeful & motivated; resourceful & knowledgeable; and strategic & goal-directed. UDL has been viewed as an important framework in teaching as it helps teachers address students needs proactively rather than retroactively. UDL also encourages the use of student choice and combining the use of the framework with Differentiate Instruction (DI) and Understanding by Design (UbD). 
According to Tom Thibodeau of Novak Education "UDL is all about using whatever means that you can to find out: What student need to know or be able to do, What barriers may prevent students from learning, and Designing flexible pathways for all learners to learn and share what they need to know. "

Below is a link to the UDL website, this webpage is very interactive and allows users to explore each portion of the UDL framework and the expectations to meet that area of the framework. 
Additionally there is a basic copy of the UDL Framework graphic organizer. 
Picture
Photo from Novak Education

Engagement

The "why" of learning
Provide options for: 
Recruiting interest
Sustaining Effort & Persistence
Self-Regulation

Representation

The "what" of learning
Provide options for: 
Perception
Language & Symbols
Comprehension

Action & Expression​

The "how" of learning
Provide options for: 
Physical action
Expression & Communication
Executive Functions

UDL essentials to know

  • UDL goes beyond IEP/504 accommodations & modifications and gives all students additional options to engage in the lesson
  • Variability is a rule, not on exception with UDL. Student's don't need to do things the same way at the same time if it does not negatively affect their learning. 
  • ​Students can all meet the learning goal with the flexible means of engagement, representation, and action/expression. 
  • When you remove learning barriers and strengthen engagement, all students can become expert learners. 
  • When you use the framework to design lessons, all students will have a chance to succeed. 

​Cited resources on this page

https://www.theintentionaliep.com/iep-accommodations-vs-iep-modifications/
https://www.novakeducation.com/blog/the-science-and-research-behind-the-udl-framework#:~:text=The%20Introduction%20of%20Universal%20Design,Center%20for%20Applied%20Specialized%20Technology.
https://www.understood.org/en/articles/the-difference-between-accommodations-and-modifications
https://udlguidelines.cast.org/
Disclaimer :: Please note that this webpage was created as a project for obtaining a Masters of Education degree in California. This webpage is meant to serve as a resource to broaden educator knowledge and does not serve as legal advice. All resources used to create this webpage are noted at the bottom of each section. ​While some information is based on Federal IDEA law, it would be best practice to still check with your district regarding state laws and district procedures. 
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