When a child is struggling in school, two of the most important questions a parent can ask are: What kind of support does my child need? And how do I make sure they’re actually getting it?
The answers often involve understanding accommodations and modifications — tools that help level the playing field for children who learn differently — and knowing what to look for in the professionals you bring in to help. This guide covers all of it: what accommodations and modifications are, what they look like in practice, how to ask for them, and how to choose the right learning support for your child.
What Is the Difference Between an Accommodation and a Modification?
These two words are often used interchangeably, but they mean very different things — and the distinction matters.
Accommodations are changes to how a child learns. They remove barriers and provide equal access to the same curriculum. Accommodations do not lower expectations or change the content — they change the delivery.
Modifications are changes to what a child learns. They alter the content itself — simpler assignments, reduced workload, or adjusted expectations. Modifications are appropriate when a child is not yet able to access the standard curriculum even with accommodations in place.
A useful way to think about it: an accommodation gives a child a ramp to access the same door. A modification is a different door entirely.
Types of Accommodations
Accommodations fall into four main categories:
Presentation accommodations change how information is delivered to the student.
- Audiobooks or text-to-speech software for children with dyslexia or reading difficulties
- Directions given verbally rather than in writing
- Visual supports or graphic organizers alongside text
- Highlighted or simplified text with main ideas marked
Response accommodations change how a student shows what they know.
- Typing instead of handwriting for children with motor or written expression difficulties
- Answering questions verbally rather than in writing
- Using a calculator for computation while demonstrating math reasoning
- Extended time for written responses
Setting accommodations changes the environment.
- Testing in a quieter room with fewer distractions for children with ADHD or anxiety
- Preferential seating near the teacher or away from high-traffic areas
- Use of noise-canceling headphones during independent work
Timing and scheduling accommodations change how much time a student has.
- Extended time on tests and assignments for children with slower processing speed
- Breaks built into longer tasks
- Tests are spread across multiple sessions rather than being completed all at once
Common Accommodations for Reading Difficulties
If your child struggles with reading, the following accommodations can make learning significantly more accessible:
- Audiobooks and text-to-speech tools — Platforms like Bookshare (free for qualifying students), Learning Ally, and built-in accessibility features on most devices allow children to access grade-level content through listening rather than decoding
- Reading pens — Small handheld devices that scan and read printed text aloud; ideal for children who need support across multiple settings
- Simplified or adapted text — A modified version of the reading material with main ideas highlighted, shorter sentences, or added picture supports
- Paired reading — One child reads aloud while another records or responds, highlighting the strengths of both
- Graphic organizers — Visual frameworks that help children organize and comprehend information without relying solely on the text itself
- Oral directions — For children who struggle to read written instructions, giving directions verbally and checking for understanding prevents the assignment from going sideways before it even starts
Common Accommodations for Math Difficulties
Math accommodations focus on removing barriers to demonstrating understanding while keeping the underlying math concepts intact:
- Calculator use — Allows children who understand math concepts to show reasoning without being blocked by computation challenges
- Multiplication chart or number line — Visual references that support fact retrieval without replacing the need to understand the operation
- Graph paper — Helps children with spatial organization keep columns aligned during multi-digit computation
- Reduced problem sets — Fewer problems covering the same skills, rather than a full page of repetition
- Extended time — Especially helpful for children who process more slowly or who need more time to organize their work
- Manipulatives — Hands-on tools like base-ten blocks, fraction tiles, or counters that make abstract concepts concrete
What Are Modifications?
Modifications go further than accommodations — they change what is expected of the student. These are appropriate when a child cannot access the standard curriculum even with accommodations in place, and they are typically documented in an IEP (Individualized Education Program).
Examples of modifications include:
- A different, shorter reading passage than peers
- A math assignment covering fewer concepts or at a lower grade level
- A simplified spelling list with fewer or easier words
- Reduced writing requirements (e.g., sentences instead of paragraphs)
Modifications are sometimes necessary and appropriate — but they should be paired with ongoing work to close the underlying skill gaps, not used as a permanent substitute for intervention. The goal is always to reduce the need for modifications over time as skills grow.
How to Ask for Accommodations at School
Many parents don’t realize that accommodations can be formally documented and legally required for children who qualify. Here’s a brief overview of the two main pathways:
An IEP (Individualized Education Program) is a legal document under IDEA (Individuals with Disabilities Education Act) that outlines a child’s specific learning needs, goals, services, and accommodations. Children qualify for an IEP when they have an identified disability that affects their educational performance.
A 504 Plan provides accommodations under Section 504 of the Rehabilitation Act for students whose disability affects their ability to access learning but who may not require the level of support an IEP provides.
If you believe your child needs accommodations, you can request a meeting with your child’s school team in writing. You have the right to ask for an evaluation, to attend all meetings, and to request changes to your child’s plan if it isn’t working.
Tutor vs. Learning Specialist: Choosing the Right Support
When a child is struggling, many families immediately turn to tutoring. Sometimes that’s exactly the right call. Other times, what the child needs isn’t more practice on the same content — it’s someone to identify and address the foundational skill gaps that are getting in the way.
Here’s how to think about which type of support your child needs:
A tutor is a good fit when:
- Your child understands how to learn but needs help reviewing current content
- The goal is catching up on a specific subject or test prep
- A short-term boost in grades or confidence is the primary need
A learning specialist is a better fit when:
- Your child is working hard but still significantly struggling — especially across multiple subjects
- Tutoring has been tried before without lasting results
- Teachers have flagged concerns about foundational skills, reading, or learning differences
- Your child seems frustrated, avoidant, or has lost confidence as a learner
Questions worth asking any provider:
- What are their qualifications? Do they have a degree in education or speech-language pathology?
- What specific assessments do they use to identify where your child’s gaps are?
- How do they track and communicate progress — and how often?
- What evidence-based programs or approaches do they use?
- What does a typical session look like for a child with my child’s profile?
- How do they coordinate with school teams or other providers?
- What’s the expected timeline for results?
- What role do they expect parents to play between sessions?
- How do they handle it if the current approach isn’t working?
- What happens when goals are met — how do they plan for discharge or transition?
At ETLC, all of our learning specialists are certified teachers in the state of Iowa. We begin with a comprehensive evaluation, build individualized goals reviewed every three months, and track progress data at every session. Our approach is evidence-based, and our families receive quarterly progress reports, so there are never surprises.
Frequently Asked Questions
Does my child need a diagnosis to get accommodations at school? Not necessarily. Schools can provide informal accommodations without a formal diagnosis. However, a formal evaluation — through the school or privately — is typically required to qualify for a documented IEP or 504 Plan.
What if the school says my child doesn’t qualify for services? School eligibility is determined by whether the difficulty affects educational performance under IDEA’s specific criteria — which is different from a clinical diagnosis. If your child doesn’t qualify for school services but you’re still concerned, private evaluation and therapy are worth exploring.
Can accommodations follow my child from year to year? Yes. A documented IEP or 504 Plan travels with your child from grade to grade and, in many cases, into post-secondary education. It’s worth requesting a copy of the plan and reviewing it with each new teacher at the start of the year.
Will accommodations make my child dependent on them? The goal of accommodations is to level the playing field so learning can happen — not to replace the underlying skill development. When paired with targeted intervention, accommodations support progress rather than impede it.
How ETLC Can Help
If you’re trying to figure out what kind of support your child needs — or if you want a comprehensive evaluation to identify the gaps — our team is here to help.
Learn more about our tutoring and learning specialist services orschedule a free consultation to talk with a member of our team.
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About the Author
Sonia Strueby, M.A., CCC-SLP, is the founder of Enrichment Therapy & Learning Center. With over 25 years of experience as a speech-language pathologist, Sonia has dedicated her career to helping children overcome complex communication and academic challenges. She has advanced training and a special focus on treating dyslexia and childhood apraxia of speech, and she is passionate about providing families with a clear path to success.
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