Distinguish between accommodations and modifications in an IEP/504 plan and provide examples of each in a classroom setting.

• A. Accommodations alter how a student learns or demonstrates knowledge (e.g., extended time, oral exams).
• B. Modifications change what a student learns (e.g., alternate curriculum).
• C. Accommodations increase the difficulty of tasks.
• D. Modifications only adjust grading.

Answer: (A)

The key idea here is when you adjust a student’s access to the learning, not the learning target itself. Accommodations change how a student learns or demonstrates what they know, while the content or expectations stay the same.

Extended time on tests or giving an oral exam are classic examples of accommodations. They don’t change what the student needs to know or prove; they make it possible to show that knowledge under conditions that work for them. In practice, a student might take a math test with extra minutes or give answers verbally, rather than in writing, so the demonstration of understanding is accessible.

By contrast, modifying the curriculum changes what the student is expected to learn. An alternate curriculum example would be giving a student different, simpler material or goals, such as practicing basic multiplication instead of a broader algebra unit, or completing fewer problems than peers. Those changes alter the content or standards being addressed, not just the method of access.

In the classroom, you might see accommodations like using a calculator for calculations, providing notes or a study guide, or allowing breaks during instruction. Modifications would involve using a different reading level, substituting a different assignment that targets a different set of objectives, or reducing the number of problems to match the student’s current performance level.

So the best answer reflects that accommodations alter how learning or demonstration occurs (methods and tools) without changing the learning goals themselves, as shown by the examples like extended time and oral exams.