Accommodations under a Microscope (Part 3)
In my previous two posts, I explored the limitations of accommodations and argued in favor of operationalizing and “interventionalizing” them as much as possible. Here, I will share a useful framework for understanding the difference between accommodations, interventions, and modifications. Perhaps this should have been my first post on the topic. But here we go:
Accommodation refers to the practice of “leveling the playing field” for students with learning differences while holding them to the same standards as students without learning differences. Per researchers, accommodations must be of more benefit to those with a disability than those without in order for them to be considered valid accommodations. Otherwise, they should be incorporated into regular teaching practice.
Example: A student uses dictation software to write his essay, while the rest of the class types theirs. All students take the same test.
Example: A student has two hours to take his test. The rest of the class has one hour. All students take the same test.
Modification refers to the practice of changing (and likely reducing) the academic expectations to make it easier for students with learning differences to make progress.
Example: The student who is struggling with time management only completes 50% of the assigned math problems for homework.
Example: The student struggling with writing is exempted from the essay portion of the exam.
Intervention refers to the practice of developing and improving a particular skill, behavior, or knowledge area.
Example: A student receives one-on-one tutoring three times a week to return to grade level for math class. Ideally, this tutoring is evidence-based.
Example: A student enrolls in a study-skill elective to learn how to improve her time management skills.
Schools and psychologists need to clarify these differences for parents and students. This should be part of every IEP and 504 meetings. And it’s even more important to reiterate that that accommodations and modifications are not substitutes for intervention. Likewise, when a psychologist recommends an accommodation or modification, they should always consider available interventions to improve the deficit or weakness that they are accommodating.
Some combination of accommodation, modification, and intervention is likely appropriate for most students with learning differences. However, when schools rely too heavily on the former two instead of the latter—and indeed it’s convenient to rely on the former—they are depriving students with learning differences of the opportunity to become more independent and grow new skills.
