If you’ve ever asked for help at school and gotten a confusing response like, “That would be a modification,” you’re not alone.
This is one of the most common points of friction in IEP and 504 conversations—because parents are trying to solve a real problem (“My child can’t access the work”) and schools are trying to label the solution correctly (“Is this changing the standard or changing access?”).
This article will make it simple.
You’ll learn:
the clear difference between accommodations and modifications
the one test to tell them apart
what to request (and when)
copy/paste scripts you can send today
The fastest way to understand it
Accommodations = HOW your child learns or shows learning
Accommodations remove barriers. The learning expectations (the standard) stay the same.
Think: “Same destination, different route.”
Examples:
extended time
breaks
preferential seating
small-group testing
read-aloud / text-to-speech
speech-to-text
graphic organizers
chunked directions
reduced distractions
check-ins for understanding
Modifications = WHAT your child is expected to learn
Modifications change the learning expectation or standard.
Think: “Different destination (or a different map).”
Examples:
different reading level or alternate curriculum
fewer concepts/skills expected
simplified assignments with different grading expectations
alternate standards
alternate assessments
modified grading criteria
The “one-sentence test” (use this in meetings)
Ask yourself:
Does this change the standard (what they must learn)?
If yes → it’s likely a modification
If no, and it changes access/output/time/support → it’s likely an accommodation
This simple test prevents a lot of arguments—because it focuses on the standard, not emotions.
Why this matters (what schools don’t always say out loud)
Most parents ask for accommodations because they want their child to:
access grade-level content
show what they know
avoid getting penalized for a disability-related barrier
Schools sometimes worry that a request will:
change expectations and require different grading
change course requirements
affect long-term pathways (this varies by district/state)
So when you clearly frame your request as access to the same standard, you reduce pushback dramatically.
When you should request accommodations
Request accommodations when:
your child understands more than they can demonstrate
writing is the barrier, not knowledge
processing speed, attention, anxiety, or sensory needs block performance
they fall apart during tests, but can explain answers verbally
work completion is collapsing because the task load is overwhelming
Translation: your child needs supports to access the same learning goal.
When modifications might be appropriate (and not a failure)
Modifications can be the right call when:
your child is not currently able to meet the standard even with accommodations
progress has stayed flat despite consistent, targeted instruction
your child needs a smaller set of goals to build mastery
alternate assessment/curriculum is needed to make meaningful progress
Important: modifications aren’t “giving up.” Sometimes they’re the difference between constant frustration and real growth.
Common real-life examples (so you can spot the difference)
Example 1: Reading a grade-level article
Accommodation: text-to-speech; guided notes; extra time; pre-teach vocabulary
Modification: article is replaced with a lower reading level text with different expectations
Example 2: Writing an essay
Accommodation: speech-to-text; graphic organizer; scribing; reduced distractions
Modification: shorter essay with different criteria (e.g., fewer paragraphs, alternate rubric)
Example 3: Math tests
Accommodation: small group setting; extended time; breaks; calculator (if appropriate)
Modification: fewer problems covering fewer standards or different skill targets
What to say when you’re not sure (the “clarify” script)
Use this line when you feel stuck:
“Can we clarify whether this request changes the learning standard, or simply changes the access/path to the standard? My goal is access while keeping expectations appropriate.”
That sentence alone lowers tension and moves the conversation forward.
Copy/paste email: request accommodations (calm + effective)
Subject: Request to review accommodations for [Student Name]
Hi [Case Manager/Team],
Thank you for supporting [Student Name]. I’d like to review whether the current accommodations are enough for [him/her/them] to access instruction and show what [he/she/they] know.
The main barrier we’re seeing is: [reading / writing output / processing speed / attention / regulation], and it’s impacting [grades / work completion / testing / participation].
Could we review current supports and consider adding/updating accommodations such as:
[Accommodation 1]
[Accommodation 2]
[Accommodation 3]
I’d also appreciate clarity on how we’ll measure whether the accommodation is working (what data, how often, and when we’ll review).
Could you share 2–3 meeting times in the next [7–10] school days?
Thank you,
[Your Name] | [Phone]
If they say: “That’s a modification.” Here’s your best reply.
Reply (copy/paste):
Thank you—can we clarify whether this request changes the learning standard, or simply changes the access/path to the standard? My intent is to support access while keeping expectations appropriate.
If they confirm it does change the standard, follow with:
“Understood. If a modification is what’s being recommended, could we review how that impacts grading and long-term expectations, and how we’ll track progress?”
If you’re not sure what to request, these are common, reasonable starting points:
Access & reading
text-to-speech / read-aloud where appropriate
guided notes, vocabulary preview, chunked passages
Writing & output
speech-to-text, scribing, graphic organizers
alternate response formats (oral responses, multiple choice for some tasks)
Testing
extended time, breaks, small-group setting
reduced distractions, separate quiet location
Executive function
checklists, step-by-step directions, visual schedule
teacher check-ins; assignment chunking; reduced simultaneous tasks
Your “no-conflict” request checklist (print this mentally)
Before you hit send, make sure your email includes:
1 main barrier (what’s happening)
1 impact statement (why it matters)
2–3 specific accommodations (what you want tried)
a measurement plan (how we’ll know it’s working)
a review date (when we’ll adjust if needed)
This is the formula that gets results.
Free download
Want the 1-page version with the definitions + copy/paste email?
Download: Accommodations vs. Modifications (1-page request script)
