Understanding Accommodations: Removing Barriers, Not Expectations

There is a common misconception about supporting learning differences: that academic accommodations “lower the bar” or offer an unfair advantage. In truth, accommodations are not about altering what students are expected to learn—but about how they access and demonstrate that learning.

At Spring Valley School, we believe accommodations are essential tools that empower students to achieve the same success as their peers. 

 

Accommodations vs. Modifications: What’s the Difference?

Understanding the distinction between accommodations and modifications is critical in advocating for and supporting students with learning differences.

• Accommodations are changes to how a student learns—not what they are expected to learn. They remove barriers to access, allowing students to fully participate in their education while maintaining academic expectations. Examples include:

  • Extended time on tests

  • Preferential seating

  • Sentence starters or graphic organizers

  • Access to text-to-speech software

  • Visual schedules and guided notes

  • Frequent check-ins or movement breaks

These strategies ensure students have a fair opportunity to demonstrate their understanding without changing the academic content or grading standards.

• Modifications, on the other hand, involve changing what a student is expected to learn. This might mean lowering the reading level of an assignment, offering alternative assessments, or adjusting grading criteria. Modifications may be appropriate in some contexts, but they fundamentally alter the academic expectations placed on the student.

 

The Power of Accommodations

Far from being shortcuts, accommodations are often the difference between a student simply getting by and truly thriving. They address specific learning needs—such as dyslexia, ADHD, or dyscalculia—by providing structure, reducing anxiety, and fostering independence.

For example:

• A student with dyslexia might use speech-to-text software to complete an essay, enabling them to express complex ideas without being limited by written spelling.

• A student with executive function challenges might benefit from checklists, visual reminders, or chunked assignments to stay organized and on task.

These supports don’t dilute academic rigor—they uphold it.

 

A Culture of Understanding

When schools provide accommodations with intention and clarity, they help create a learning culture rooted in equity and high expectations for all students. Teachers aren't giving students "special treatment"—they’re giving them the right tools.

Parents, educators, and administrators each play a role in normalizing accommodations as an essential part of effective, inclusive teaching. And when we view accommodations not as exceptions, but as bridges to success, we give all learners the chance to shine.