He was proud of his progress report. The school said he was doing great.
But when I asked him to write a paragraph about a story we’d just read, he stared at the page and said, “Can I just circle the answers instead?”
That’s when it hit me.
This student—let’s call him Marcus—was getting modified work. But no one had told his family what that actually meant.
They assumed "on grade level" meant he was mastering the same skills as his peers. But Marcus wasn't writing full sentences. He wasn't asked to explain his thinking. He was answering three multiple choice questions while everyone else wrote essays.
When Modifications Cross the Line
Accommodations and modifications are both legal and necessary supports for students with disabilities. But they are not the same thing.
- Accommodations provide access to grade-level content. Think: audiobooks, extended time, breaks.
- Modifications change the expectation or rigor of the task. Think: alternate assignments, reduced standards.
Used strategically, both can help students thrive. But when teams default to modifications too early—or without clear purpose—they can unintentionally cap a student’s potential.
It feels like support. But it might be quiet sabotage.
The Real Problem: Learned Helplessness
Every time we say, “Let’s just make it easier for him,” without exploring whether the barrier is about access or ability, we risk teaching the wrong lesson.
“Someone else will always change the rules for me.”
Over time, this creates:
- Lower self-confidence
- Weaker academic endurance
- Gaps in foundational skills
- A mindset that avoids challenge
We’ve seen it over and over again: A student “passes” in 5th grade because the work is modified. But in middle school, suddenly expected to analyze, write, or persist—they shut down. Because they’ve never built those muscles.
Accommodate First, Modify Last
Modifications should never be the first move. Instead, we ask three critical questions:
- Have we tried the right accommodation first?
- Is the issue the task—or how it's delivered?
- Are we modifying for the student’s sake—or for the adults’ convenience?
Want to Make Smarter Decisions? Use This Framework
We created a printable breakdown that clearly outlines:
- The difference between accommodations vs modifications
- Real-world classroom examples
- How to decide which support makes the most sense
Because the goal isn’t just to get through this year. It’s to build skills that last a lifetime.
Start with a Stronger IEP
Accommodations only make a lasting difference when they're built on a thoughtful IEP. The IEP Roadmap helps teams—families, teachers, and support staff—work together to create clear, individualized, and goal-driven plans.
- Write goals that are measurable and meaningful
- Align supports with student strengths and real needs
- Clarify roles and expectations across the whole team
- Make the IEP process less confusing—and more collaborative
Let’s stop confusing kindness with low expectations. And let’s give every student a chance to rise.
