"Hey there, and welcome back to The Special Ed Strategist! I’m Wendy Taylor, and today, we’re tackling a topic that I know causes a lot of confusion—one that parents, teachers, and even some administrators often struggle to explain clearly. 📢 Accommodations vs. Modifications—what’s the difference, and why does it matter? Now, if you’ve ever sat in an IEP or 504 meeting and heard these words tossed around, you might have nodded along while secretly thinking, Wait… which one does my child actually need? You’re not alone. This is a big deal because the decision to give a child accommodations or modifications directly impacts their educational path, how they access learning, and even their future opportunities. 👉 So today, we’re going to unpack this—together. ✅ We’ll define accommodations and modifications in plain, no-jargon English. ✅ We’ll talk about how these apply to IEPs and 504 Plans—because YES, there’s a difference. ✅ And we’ll talk about what questions you should be asking in meetings to make sure your child gets the right support. If that sounds good, let’s get started!" ________________

1️⃣ What Are Accommodations & Modifications? (5 min) "Alright, let’s start with the basics. These two words sound similar, and they both refer to supports that help students succeed in school, but they serve very different purposes. 📌 Accommodations → Change how a student learns without altering the learning expectations. 📌 Modifications → Change what a student learns by adjusting the curriculum expectations. Let’s break that down with a real-life example. 🔹 Imagine you have a child with dyslexia who struggles with reading. 👉 An accommodation might be providing text-to-speech software or an audiobook version of a textbook. That way, they can still access the same grade-level content as their peers—just in a way that works for them. 👉 A modification would be giving them simpler reading passages than their classmates, or reducing the amount of reading required altogether. See the difference? One is supporting access to grade-level material, while the other is changing the expectations. The same idea applies to math, writing, science—any subject. And here’s where it gets really interesting… when we start talking about IEPs and 504s." ________________

2️⃣ How Do Accommodations and Modifications Align with IEPs and 504 Plans? (6-7 min) "Okay, let’s zoom out for a second and talk about where accommodations and modifications show up in your child’s educational plan. 📍 504 Plan: A 504 Plan provides accommodations to ensure a student with a disability has equal access to learning. It’s about removing barriers—but it doesn’t change what’s being taught. 👉 Example: A student with ADHD who has trouble focusing might get extra time on tests or seating away from distractions—but they’re still expected to complete the same curriculum as their peers. 📍 IEP (Individualized Education Program): An IEP includes both accommodations and modifications, depending on the student’s needs. 👉 Example: A student with a learning disability in reading might get accommodations like oral testing instead of written or teacher notes provided ahead of time. But if their learning disability significantly impacts comprehension, the team might modify their assignments—like using a lower reading level. 💡 Big takeaway? * 504 Plans = Accommodations only. * IEPs = Accommodations AND, if needed, Modifications. This is a huge distinction, because some parents think a 504 can include modifications—it can’t. If a child needs modifications to the curriculum, they need an IEP." ________________

3️⃣ Why This Matters for Your Child’s Future (6 min) "This is where things get serious. 🚨 If a student receives too many modifications, it can have long-term consequences: ❌ They might be removed from the diploma track. ❌ They might not meet college entrance requirements. ❌ They might struggle with independent learning later on. Now, don’t get me wrong—some students truly need modifications. But for many kids, the problem isn’t that they need a lower curriculum—it’s that they need the right accommodations to access grade-level material. So, if your child’s IEP includes modifications, here’s what you should ask: 💡 Are modifications truly necessary, or could accommodations provide enough support? 💡 Will these modifications affect my child’s ability to earn a high school diploma? 💡 How will we review progress to determine if my child can return to grade-level expectations? These questions put you in the driver’s seat—because when you understand the difference, you can advocate for the best path forward." ________________

4️⃣ How to Advocate for the Right Supports (7 min) "Alright, so now that we’ve cleared up accommodations vs. modifications, let’s talk about how to advocate for your child in an IEP or 504 meeting. Here are the top 3 things to do before your next meeting: 1️⃣ Review Your Child’s Current Plan * Look at their IEP or 504—are there accommodations listed? * Are there modifications? If so, do you know why they’re there? * Has progress monitoring data been reviewed to justify these supports? 2️⃣ Ask These Key Questions in the Meeting ✅ Are we using accommodations first before modifying the curriculum? ✅ How do these modifications affect diploma eligibility? ✅ What does progress monitoring show—are the current supports working? 3️⃣ Collaborate, Don’t Confront 💡 Your goal isn’t to argue—it’s to find solutions. If a school suggests modifications, ask for data. If accommodations aren’t helping, brainstorm other options with the team. 👉 Reminder: YOU are an equal member of the IEP team. Your voice matters!" ________________

5️⃣ Final Thoughts & Call to Action (3 min) "Alright, let’s do a quick recap: 📌 Accommodations = Same content, different access. 📌 Modifications = Changing content or expectations. 📌 504 Plans = Accommodations only. 📌 IEPs = Accommodations AND Modifications (if needed). 📌 Parents should always ask about the long-term impact of modifications. Here’s my challenge for you—📢 At your next IEP or 504 meeting, ask: ‘How do these supports help my child stay on track for long-term success?’ If this episode helped, share it with another parent or educator! And if you’re looking for more advocacy support, head to LearningEssentialsEDU.com for resources, strategies, and guidance. Thanks for joining me today—keep advocating, keep strategizing, and keep believing in your child’s potential!