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Other modifications may involve changing the way that material is presented or the way that students respond to show their learning.

Adaptations, accommodations, and modifications need to be individualized for students, based upon their needs and their personal learning styles and interests.

The IEP team must really work together to make sure that a child gets the supplementary aids and services that he or she needs to be successful.

Team members talk about the child’s needs, the curriculum, and school routine, and openly explore all options to make sure the right supports for the specific child are included.

For many students with disabilities—and for many without—the key to success in the classroom lies in having appropriate adaptations, accommodations, and modifications made to the instruction and other classroom activities.

Some adaptations are as simple as moving a distractible student to the front of the class or away from the pencil sharpener or the window.

Supports for school staff must also be written into the IEP.

What is most important to know about modifications and accommodations is that both are meant to help a child to learn.Much more can be said about these important supports and services.Visit our special article on Supplementary Aids and Services to find out more.It is not always obvious what adaptations, accommodations, or modifications would be beneficial for a particular student, or how changes to the curriculum, its presentation, the classroom setting, or student evaluation might be made.This page is intended to help teachers and others find information that can guide them in making appropriate changes in the classroom based on what their students need.

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