As a paraprofessional, you’re the beating heart of the classroom, the command post. You juggle a million tasks, support multiple students, and do it all with a level of grace that deserves a standing ovation.

One of the most common (and often confusing) parts of your role is implementing student support. You’ve likely heard the terms “accommodation” and “modification” thrown around, and they may seem like two sides of the same coin. However, they’re quite different.

An accommodation changes how a student learns the material, while a modification changes what the student is expected to learn. Accommodations level the playing field, giving students a fair shot at the same finish line as their peers. Modifications adjust the finish line itself.

Let’s break it down with some quick, practical examples you can put into action today.

The Core Difference Between Accommodations vs. Modifications: How vs. What

Accommodations=how. With accommodations, you’re providing students a different way to access the same curriculum, but the learning expectation remains the same. 

Modifications=what. You’re adjusting the curriculum or learning expectation itself. 

Need a quick litmus test? When you’re supporting a student, ask yourself this question: is the student expected to do the same thing as their peers, just in a different way? If the answer is yes, you’re likely providing accommodation. If the answer is no, it’s probably a modification.

Reading

It’s estimated that 80% of students with learning disabilities have their basic deficits in language reading, many of which often go undetected. Therefore, providing the right support is essential.

Accommodations in Reading

The goal here is to help the student access the same grade-level text as their classmates. Here are some examples of accommodations that may be helpful:

• Audiobooks: The class is reading The Giver. Your student struggles with decoding words, so you set them up with an audiobook so they can listen while following along in the physical book. They're still responsible for understanding the plot, characters, and themes.

• Guided Reading Strips or Highlighters: A student loses their place easily. You provide a reading strip to help them track line by line. They're still reading the same text; you’re just giving them a tool to stay focused.

Need some quick classroom moves for reading accommodations? Here are some you can snag and put into practice immediately:

• Have headphones and a charged device ready for audiobooks.

• Keep a stash of reading strips, colored overlays, and highlighters.

• Ask the teacher for the vocabulary list ahead of time.

Modifications in Reading

Here, the reading material itself, rather than the process, is changed to match the student’s instruction level. Some examples:

• Simplified Text: While the class reads The Giver, your student reads a simplified version of the same story written at a lower reading level. They’re learning about the same characters, but the complexity, vocabulary, and sentence structure are reduced.

• Reduced Reading Load: The class is assigned to read a 20-page chapter for homework. Your student is only required to read the first 10 pages or a summarized version of the chapter.

Writing

Like reading, writing can also be a major hurdle, whether that’s the physical act of writing or organizing complex ideas before they even put pen to paper. 

Accommodations in Writing

The student is still expected to produce a piece of writing that meets the same requirements as their peers. For example:

• Speech-to-Text Software: A student has brilliant ideas but struggles with dysgraphia. You help them use a speech-to-text tool to dictate their essay. They are still responsible for the content, organization, and editing.

• Graphic Organizers: The assignment is a persuasive essay. You provide the student with a pre-made graphic organizer to help them structure their argument with a hook, three main points, and a conclusion. The writing expectation doesn't change.

Some quick classroom moves you can apply immediately include:

• Bookmark speech-to-text websites on student devices.

• Have a folder of common graphic organizers ready to go.

• Use a simple timer to manage extra time discreetly.

Modifications in Writing

Again, modifications in writing mean the task itself is fundamentally different, not just the process. Some examples include:

• Dictating to a Scribe. Instead of writing, the student tells you their answers to the worksheet questions, and you write them down word-for-word. The focus is on their knowledge, not their writing ability. (Note: This can be an accommodation if the student later rewrites or edits the work, but it becomes a modification if your transcription is the final product.)

• Using a Word Bank. The assignment is to write sentences using vocabulary words. You provide the student with a word bank and sentence starters to help them construct their sentences.

Math

Math is sequential and often abstract, which is why it can be so tough for some students. The most common math learning disability is dyscalculia, which is believed to affect as many as 7% of all students.

Accommodations in Math

• Using a Calculator. A student understands the steps to solve the problem but struggles with the calculation itself. You allow them to use a calculator to check their division.

• Highlighting Keywords. On a word problem worksheet, you and the student highlight the important information and keywords (like "in all" for addition or "how many are left" for subtraction).

Some quick moves:

• Keep calculators and math manipulatives in an easily accessible bin.

• Use different colored highlighters for different operations.

• Have a chart of math keywords visible.

Modifications in Math

Now, the math problems are changed to be fundamentally less complex or difficult:

• Reducing the Number of Problems. The worksheet has 20 problems. Your student is only required to complete the 10 even-numbered problems.

• Simplifying Numbers. While the class is adding double-digit numbers with regrouping (e.g., 27 + 35), your student works on problems with single-digit numbers (e.g., 7 + 5).

Behavior

Behavioral supports are all about creating an environment where students can be fully present and ready to learn.

Accommodations for Behavior

The behavioral expectations are the same, but the student has support to help them meet those expectations.

• Preferential Seating. You seat a student who is easily distracted at the front of the room, away from the door or noisy pencil sharpener.

• Non-Verbal Cues. You and a student agree on a subtle, non-verbal cue (like a gentle tap on the desk) to remind them to get back on task without drawing attention from peers.

Some quick ideas:

• Use a visual timer or a quiet fidget tool.

• Be strategic and flexible with seating arrangements.

• Establish clear, positive non-verbal cues with the student beforehand.

Modifications for Behavior

Here, the expectations for behavior are adjusted.

• Adjusted Rules. The class rule might be to work silently for 20 minutes. For your student, the expectation might be to work quietly (allowing for self-talk) for 10 minutes.

• Different Reward System. While the class earns points toward a pizza party, your student earns tokens for a preferred activity (like 5 minutes of drawing) after shorter intervals of on-task behavior.

You’ve Got This!

Remember, as a paraprofessional, understanding the difference between accommodations and modifications gives you the confidence to provide the most precise, most effective support. Always refer back to the student’s IEP or 504 if you’re not sure.

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