Article: Accommodations and Modifications for Students with Learning Disabilities

Aug 8, 2022learning disabilities

Accommodations and Modifications for Students with Learning Disabilities

Choosing the right accommodations and modifications can make a tremendous difference for students with learning disabilities. The right supports can improve access to learning, reduce unnecessary barriers, and help students demonstrate what they truly know and can do.

In this article, we’ll clarify the difference between accommodations and modifications and explore practical supports for reading comprehension, reading fluency, listening, spelling, writing, math, test-taking, and everyday classroom learning.

List of reasonable accommodations and modifications for students with learning disabilities, featuring a child writing in a classroom setting.

Accommodations vs. Modifications

Accommodations and modifications are both designed to support students with learning disabilities, but they serve different purposes. The key difference is whether the support changes how a student learns and demonstrates knowledge or what the student is expected to learn.

An accommodation changes how a student accesses instruction, completes work, or demonstrates what they know without changing the learning expectations. Students are generally working toward the same standards as their peers. Examples include preferential seating, audiobooks, speech-to-text technology, written directions, and extended time.

A modification, on the other hand, changes what a student is expected to learn or demonstrate. This may involve simplifying assignments, reducing the complexity of the material, adjusting learning objectives, or changing grade-level expectations.

Some supports can fall into either category depending on how they are used. For example, small-group or individualized instruction does not automatically change the curriculum. The key question is: Does the support change how the student accesses or demonstrates learning, or does it change what the student is expected to learn?

Who Can Initiate Reasonable Accommodations

A student, parent or legal guardian, teacher, or other school professional can request that a student be considered for reasonable accommodations. Schools may also identify a need for accommodations based on classroom performance, observations, or evaluation results.

In most cases, accommodations are determined through a collaborative process that considers the student's individual strengths, challenges, and educational needs. Supporting documentation, such as educational, psychological, or medical evaluations, may be required, depending on the student's disability and the school's policies.

Developing executive functions and study strategies course for executive functioning coaching, featuring diverse students studying and learning.

Common Reasonable Accommodations

The examples below highlight accommodations and modifications commonly considered for students with learning disabilities. The most appropriate supports will depend on the learner’s individual needs and should be determined by the student’s educational team.

Difficulty	Accommodations/Modifications
Overall Teaching Techniques	Provide a consistent daily routine. Make sure documents are well-organized and are not too visually dense. Preview new topics and introduce key vocabulary in advance. Review previously taught material to reinforce retention. Use small-group or one-to-one instruction. Break projects into organized activities with clear expectations and deadlines. Offer reminders to write down and turn in assignments. Offer modified in-class and homework assignments. Provide extended time for homework assignments. Provide a list of homework assignments that is accessible to the student as well as the parents. Provide a foreign language substitution, waiver, or exemption.
Reading/ Listening	P rovide audiobooks through organizations such as Raz-Kids, Learning Ally, or Bookshare. Provide access to text-to-speech technology. Provide extra time for reading assignments and assessments. Allow additional time for oral reading activities when reading is not the skill being evaluated. Provide visual supports, such as pictures, diagrams, and written directions. Break longer reading passages into shorter sections. Highlight keywords and important information in directions and text. Provide oral directions, repeat or rephrase information as needed, and check for understanding. Allow students to preview comprehension questions before reading. Adjust font size, spacing, and page layout to reduce visual clutter. Provide access to notes, summaries, or graphic organizers to support reading comprehension. Allow students additional processing time before responding to spoken questions or directions.






Spelling	Supply the use of a computer with a spell check or a hand-held spell check. Offer no penalty for incorrect spelling in classroom writing and tests.

Writing	Supply a copy of the teacher’s or another student’s notes, or provide notes with a few blanks for students to fill in. Shorten writing assignments. Offer a scribe for classroom writing assignments and testing situations. Allow the use of a tape recorder or a Smart Pen. Provide a computer for written assignments and tests. Provide assistive technology such as speech-to-text, word prediction, spell checkers, and grammar checkers.




Math	Allow the use of graph paper for lining up math problems. Read word problems aloud and assist with tricky wording.

Test-taking	Grant time and a half or double testing time. Offer testing in a distraction-free location. Avoid scantrons and allow the student to write directly on the test. Simplify and reword questions on language-loaded tests. Provide short breaks when needed. Permit the use of a calculator during testing.

Continue Your Journey

Finding the right accommodations is only one part of helping students succeed. When accommodations are combined with effective instruction, cognitive skill development, executive functioning strategies, and engaging learning activities, students are better equipped to build confidence, independence, and long-term success.

As students grow and their needs change, accommodations may need to evolve as well. If you’d like additional support, explore these Good Sensory Learning resources:

Executive Functioning Resources – Explore practical strategies, activities, assessments, and tools that strengthen planning, organization, attention, time management, self-monitoring, and other executive functioning skills.
Working Memory Resources – Explore games, activities, lessons, assessments, and multisensory materials designed to strengthen working memory, attention, sequencing, and other executive functioning skills that support learning and independence.
Following Directions Activities & Games – Strengthen listening comprehension, auditory memory, sequencing, and the ability to follow increasingly complex directions through fun, interactive activities.
Educational Games – Discover fun, multisensory games that strengthen memory, attention, processing speed, reasoning, language, and other cognitive skills while making learning enjoyable.

Every student deserves the opportunity to learn in ways that build upon their strengths while providing meaningful support for their challenges. With individualized accommodations, effective instruction, and the right resources, learners can become more confident, independent, and successful both in school and beyond.

Cheers, Erica

Dr. Erica Warren is the author, illustrator, and publisher of multisensory educational materials at Good Sensory Learning. She is also the director of Learning to Learn and Learning Specialist Courses.