modified curriculum special education texas

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Modifications, Accommodations, and Supports for Students

For many students with disabilities—and for many without— the key to success in the classroom lies in having appropriate adaptations, accommodations, and modifications made to the instruction and other classroom activities.

Some adaptations are as simple as moving a distractible student to the front of the class or away from the pencil sharpener or the window. Other modifications may involve changing the way that material is presented or the way that students respond to show their learning.

Adaptations, accommodations, and modifications need to be individualized for students, based upon their needs and their personal learning styles and interests. It is not always obvious what adaptations, accommodations, or modifications would be beneficial for a particular student, or how changes to the curriculum, its presentation, the classroom setting, or student evaluation might be made.

What is the Difference Between Modifications and Accommodations?

You might wonder if the terms supports, modifications, and adaptations all mean the same thing. The simple answer is: No, not completely, but yes, for the most part. (Don’t you love a clear answer?) People tend to use the terms interchangeably, to be sure, and we will do so here, for ease of reading, but distinctions can be made between the terms.

Sometimes people get confused about what it means to have a modification and what it means to have an accommodation. Usually a modification means a change in what is being taught to or expected from the student. Making an assignment easier so the student is not doing the same level of work as other students is an example of a modification.

An accommodation is a change that helps a student overcome or work around the disability. Allowing a student who has trouble writing to give his answers orally is an example of an accommodation. This student is still expected to know the same material and answer the same questions as fully as the other students, but he doesn’t have to write his answers to show that he knows the information.

What is most important to know about modifications and accommodations is that both are meant to help a child to learn.

Different Types of Supports

Special education.

By definition, special education is “specially designed instruction” (§300.39). And IDEA defines that term as follows:

(3) Specially designed instruction means adapting, as appropriate to the needs of an eligible child under this part, the content, methodology, or delivery of instruction—(i) To address the unique needs of the child that result from the child’s disability; and(ii) To ensure access of the child to the general curriculum, so that the child can meet the educational standards within the jurisdiction of the public agency that apply to all children. [§300.39(b)(3)]

Thus, special education involves adapting the “content, methodology, or delivery of instruction.” In fact, the special education field can take pride in the knowledge base and expertise it’s developed in the past 30-plus years of individualizing instruction to meet the needs of students with disabilities. It’s a pleasure to share some of that knowledge with you now.

Adapting Instruction

Sometimes a student may need to have changes made in class work or routines because of his or her disability. Modifications can be made to:

• what a child is taught, and/or
• how a child works at school.

For example: Jack is an 8th grade student who has learning disabilities in reading and writing. He is in a regular 8th grade class that is team-taught by a general education teacher and a special education teacher. Modifications and accommodations provided for Jack’s daily school routine (and when he takes state or district-wide tests) include the following:

• Jack will have shorter reading and writing assignments.
• Jack’s textbooks will be based upon the 8th grade curriculum but at his independent reading level (4th grade).
• Jack will have test questions read/explained to him, when he asks.
• Jack will give his answers to essay-type questions by speaking, rather than writing them down.

Modifications or accommodations are most often made in the following areas:

Scheduling. For example,

• giving the student extra time to complete assignments or tests
• breaking up testing over several days

Setting. For example,

• working in a small group
• working one-on-one with the teacher

Materials. For example,

• providing audiotaped lectures or books
• giving copies of teacher’s lecture notes
• using large print books, Braille, or books on CD (digital text)

Instruction. For example,

• reducing the difficulty of assignments
• reducing the reading level
• using a student/peer tutor

Student Response. For example,

• allowing answers to be given orally or dictated
• using a word processor for written work
• using sign language, a communication device, Braille, or native language if it is not English.

Because adapting the content, methodology, and/or delivery of instruction is an essential element in special education and an extremely valuable support for students, it’s equally essential to know as much as possible about how instruction can be adapted to address the needs of an individual student with a disability. The special education teacher who serves on the IEP team can contribute his or her expertise in this area, which is the essence of special education.

Related Services

One look at IDEA’s definition of related services at §300.34 and it’s clear that these services are supportive in nature, although not in the same way that adapting the curriculum is. Related services support children’s special education and are provided when necessary to help students benefit from special education. Thus, related services must be included in the treasure chest of accommodations and supports we’re exploring. That definition begins:

§300.34 Related services.

(a) General. Related services means transportation and such developmental, corrective, and other supportive services as are required to assist a child with a disability to benefit from special education, and includes…

Here’s the list of related services in the law.

• speech-language pathology and audiology services
• interpreting services
• psychological services
• physical and occupational therapy
• recreation, including therapeutic recreation
• early identification and assessment of disabilities in children
• counseling services, including rehabilitation counseling
• orientation and mobility services
• medical services for diagnostic or evaluation purposes
• school health services and school nurse services
• social work services in schools

This is not an exhaustive list of possible related services. There are others (not named here or in the law) that states and schools routinely make available under the umbrella of related services. The IEP team decides which related services a child needs and specifies them in the child’s IEP. Read all about it in our Related Services page.

Supplementary Aids and Services

One of the most powerful types of supports available to children with disabilities are the other kinds of supports or services (other than special education and related services) that a child needs to be educated with nondisabled children to the maximum extent appropriate. Some examples of these additional services and supports, called supplementary aids and services in IDEA, are:

• adapted equipment—such as a special seat or a cut-out cup for drinking;
• assistive technology—such as a word processor, special software, or a communication system;
• training for staff, student, and/or parents;
• peer tutors;
• a one-on-one aide;
• adapted materials—such as books on tape, large print, or highlighted notes; and
• collaboration/consultation among staff, parents, and/or other professionals.

The IEP team, which includes the parents, is the group that decides which supplementary aids and services a child needs to support his or her access to and participation in the school environment. The IEP team must really work together to make sure that a child gets the supplementary aids and services that he or she needs to be successful. Team members talk about the child’s needs, the curriculum, and school routine, and openly explore all options to make sure the right supports for the specific child are included.

Much more can be said about these important supports and services. Visit our special article on Supplementary Aids and Services to find out more.

Program Modifications or Supports for School Staff

If the IEP team decides that a child needs a particular modification or accommodation, this information must be included in the IEP. Supports are also available for those who work with the child, to help them help that child be successful. Supports for school staff must also be written into the IEP. Some of these supports might include:

• attending a conference or training related to the child’s needs,
• getting help from another staff member or administrative person,
• having an aide in the classroom, or
• getting special equipment or teaching materials.

Accommodations in Large Assessments

IDEA requires that students with disabilities take part in state or district-wide assessments . These are tests that are periodically given to all students to measure achievement. It is one way that schools determine how well and how much students are learning. IDEA now states that students with disabilities should have as much involvement in the general curriculum as possible. This means that, if a child is receiving instruction in the general curriculum, he or she could take the same standardized test that the school district or state gives to nondisabled children. Accordingly, a child’s IEP must include all modifications or accommodations that the child needs so that he or she can participate in state or district-wide assessments.

The IEP team can decide that a particular test is not appropriate for a child. In this case, the IEP must include:

• an explanation of why that test is not suitable for the child, and
• how the child will be assessed instead (often called alternate assessment).

Ask your state and/or local school district for a copy of their guidelines on the types of accommodations, modifications, and alternate assessments available to students.

Even a child with many needs is to be involved with nondisabled peers to the maximum extent appropriate. Just because a child has severe disabilities or needs modifications to the general curriculum does not mean that he or she may be removed from the general education class. If a child is removed from the general education class for any part of the school day, the IEP team must include in the IEP an explanation for the child’s nonparticipation.

Because accommodations can be so vital to helping children with disabilities access the general curriculum, participate in school (including extracurricular and nonacademic activities), and be educated alongside their peers without disabilities, IDEA reinforces their use again and again, in its requirements, in its definitions, and in its principles. The wealth of experience that the special education field has gained over the years since IDEA was first passed by Congress is the very resource you’ll want to tap for more information on what accommodations are appropriate for students, given their disability, and how to make those adaptations to support their learning.

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3 of Your Biggest Questions About Modified and Alternate Curriculum Answered

Many districts push families toward an “alternate curriculum” when students are as young as second grade (or younger!). But what is it, exactly, and when do curriculum modifications in an IEP amount to an alternate curriculum? Does curriculum modification or an alternate assessment put your child on a certificate rather than a diploma track ? How do alternate assessments or modified curriculums fit into the new pathways to a diploma that are opening up for students with disabilities?

According to the TIES Center , there should be no such thing as an alternate curriculum. As they put it in this brief , “alternate curriculum” should not mean that the student has alternate content standards: “U.S. Department of Education regulations explaining how IDEA should be implemented state that the general education curriculum is ‘the same curriculum as for nondisabled children’ (300.320(a)(1)(i)).” In other words , “all instruction [should start] from the same content standards, regardless of the student’s disabilities. However, the expectations for how much a student will master of the grade-level general education curriculum can be modified.”

We talked to Dr. Caitlin Solone (education advocate, teacher-educator, and Academic Administrator for the Disability Studies program at UCLA) during our Facebook Live event on February 10, 2022, about the questions parents should ask when it comes to alternate and modified curriculum. Here are the top takeaways from our discussion!

What does alternate or modified curriculum look like?

How can parents approach iep goals with alternate or modified curriculum, how can we make inclusion work for kids who need a modified curriculum.

Dr. Solone gave plenty of other great advice during our live event to help parents understand alternate or modified curriculum and how to address it in their IEPs and in the classroom. If you missed the event or want to review what we learned, you can watch the full recording here !

Alternate routes to getting a high school diploma are also on the horizon in California for students with disabilities. The new work group, "Alternate Pathways to a High School Diploma," is advocating for school districts across the state to only require minimum requirements for graduation.

To learn more about new pathways to a diploma for students with disabilities, check out our article !

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An editor and cartoonist who loves using words and images to simplify and share ideas. She has ten years of experience as a copy editor and lives near Portland, Oregon. She often spends her free time going on nature walks with her dog or trying new bread recipes.

Reviewed by Meghan O'Dell , Undivided Writer and Editor

Contributors Dr. Caitlin Solone , Education advocate, teacher-educator, and Academic Administrator for the Disability Studies program at UCLA

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Even those not strictly in a special education role should understand the basics of serving students with disabilities.

The Basics of Special Education

Individuals with disabilities education act (idea).

The federal Individuals with Disabilities Education Act (IDEA) mandates a “free appropriate public education” for students with disabilities —  as defined by the statute  — and ensures special education and related services to those children. IDEA, along with Texas state regulations, outline the process of how a student in need of special education services is identified and tested, as well as how their curriculum and classroom placement should be modified.  

Students with disabilities should learn alongside other students in the classroom as much as possible to promote inclusion. Aids or extra services must be provided by the district to make this inclusion a reality. This might include a variety of accommodations, including technical support, teacher training, or extra assistance. If a student ends up with a placement outside of the traditional classroom, there must be proof by the district of the setting not benefiting the student.  

Section 504

Section 504 of the federal Rehabilitation Act of 1973 prohibits discrimination against individuals with disabilities, including in public education. While IDEA provides funding for the education of students with disabilities defined by that law, Section 504 is an anti-discrimination regulation that is not tied to funding.

If a student does not qualify for IDEA funding but has a condition that meets the definition of disability, they may qualify for accommodations under Section 504. There is no federally mandated procedure for identifying and evaluating students for Section 504 accommodations, and policies are set by local school districts.

Assessing Students for Special Education Services

Assessing whether a student needs special education services follows a defined procedure. After a referral from a teacher or another figure with knowledge of the student, an assessment should be provided (with the permission of a parent or legal guardian) within 60 days.  

The student’s school is financially responsible for the assessment.  

Special Education Placement

Once a student has been assessed, an Admission, Review, and Dismissal (ARD) committee determines eligibility and placement in special education services.  

An ARD committee includes the student’s parents or legal guardian, a special education representative, a general education classroom teacher, and a school administrator. Depending on the child’s disability, other people may be required (or optional) to be in attendance as outlined by the  Legal Framework .  

That committee constructs an Individualized Education Program (IEP), which outlines educational goals for the student and the plan to achieve those goals, including checkpoints, modified curriculum, and other possible services specific to the student. Teachers must follow the guidelines and requirements for the IEP of their student, and every teacher who interacts with that student must be aware of the relevant components.  

The Texas Education Agency has a  model IEP form  on its website. 

The ARD committee is also responsible for determining, at any point, whether services should be discontinued for the student. ARD committee meetings can be requested at any time. 

Student Discipline

A student who receives special education services is subject to the same state standards regarding removal from class for excessive disruptive behavior, but long-term alternative placement (more than 10 days) of such a student can be made only by an ARD committee. For more information, see our guide to the  Safe Schools Act .  

For student safety, the Texas Education Code specifies that special education classrooms may be required to record (with audio and visual elements) classroom activities upon a request by a parent or legal guardian, a member of the school board, or a staff member. 

Legal Information

• Individuals with Disabilities Education Act (IDEA)  
• Safe Schools Act    
• Section 504  

If you have questions or concerns, please contact your  local union . If you’re a member of the  Associate Membership Program , please contact the  AMP service department .       

Accurate & Consistent Information on the Special Ed. Process

Early Childhood Special Education (ECSE)

(Formerly known as Preschool Program for Children with Disabilities) Under the  IDEA,  “eligible” children with disabilities, ages 3-21, are entitled to receive a free and appropriate public education (FAPE).  The public school services for young children, ages 3-5, are referred to as Early Childhood Special Education (ECSE) services. In Texas, these services used to be called Preschool Programs for Children with Disabilities (PPCD). The name was changed in 2019-2020 to align with language used nationally. The name was also changed to promote the understanding that special education is a service delivered in the least restrictive environment and not a classroom specific location.  Some people have the misconception that special education is a “place” – a self-contained classroom where children with disabilities are all grouped together.  However, special education and related services can be provided in a variety of settings. 

What are the ECSE Options? Just like services in grades K-12, there are a continuum of placements available for children age 3-5. Here are some options to discuss:

• Dual enrollment , in which children stay at home  or  attend a private preschool (at the family’s expense) while receiving special and related services through the school district.
• Head Start  usually has income requirements for participation, but these can be offset by the fact that Head Start programs are required to have 10% of the student population as children with disabilities.
• Pre-Kindergarten , other programs for children ages 3-5 that may be offered by the school district (specific eligibility requirements) but often children with disabilities may participate. 
• A segregated placement on a specific campus in your district (may or may not be your home school) that only has children with disabilities. 

Under the IDEA, early childhood special education programs should be delivered in the “ least restrictive environment ” (LRE).  In other words, children with disabilities should be placed to the fullest extent possible in the same setting as students without disabilities.  It is often appropriate for special education services to be delivered in a regular classroom, where children have the advantage of same-age language and behavior models and the opportunity to develop friendships.  When considering placement for ECSE services, be sure to explore options that would offer your child a more inclusive educational setting.  You the parent, along with other members of the ARD committee, will make the decision for placement based on a variety of things (the child’s needs and present levels as identified in the evaluation process, goals to be worked on, etc.).  For more information on how to decide, see  Placement .

When do ECSE services start?   ECSE services will not begin until your child completes the initial  evaluation process .  Based on a completed evaluation, your child needs to be determined as eligible for services.  If you child is eligible, you will have an ARD/IEP meeting where you and the school will decide on the services to be provided.  After you agree to the services and give your consent for services to begin, your child can start the ECSE program. 

What will my preschooler learn?   Once eligibility is determined, the ARD committee makes decisions about the appropriate special education and related services for the child.  This information is documented in the child’s Individual Education Program (IEP), which outlines what you expect your preschooler to learn over the next year, including measurable objectives and goals.  An ARD committee will meet at least once a year to determine if the goals were met and to develop new goals for the upcoming year. (See The Special Education Process Step-by-Step  to learn more about the special education process.) You are an important part of the decision-making process.  Be sure to familiarize yourself with TEA’s  Prekindergarten Curriculum Guidelines .  Knowing what is expected of typically developing preschoolers in Texas is a good starting point for developing your child’s IEP. Don’t let your preschooler’s disability get in the way of high expectations.  Within any preschool classroom, children exhibit a diversity of knowledge based on differences in development, cultural background, and previous learning experiences.  The preschooler should begin at his or her own level with a plan that builds on his or her individual strengths and skills.  Children with disabilities may need  accommodations or modifications  to the curriculum guidelines in order to benefit from them.  Research proves that  all  preschoolers benefit from a language-rich environment that promotes speech and early literacy.  Also, an effective preschool program teaches developmental skills through active play.  Play allows children to explore their surroundings, learn important social concepts such as turn-taking, appropriately express themselves, and develop confidence to try new things and solve problems in a safe, supported environment.  Look for a teacher that interacts with preschoolers in child-initiated play that promotes appropriate social skills and language modeling.

How will my child get there?

Transportation is a related service that should also be discussed in the ARD meeting.  The district is obligated to provide transportation if the child’s parents cannot.  This also applies to 3-5 year olds who may not be attending the school’s preschool program, but who need special transportation in order to get to speech or other therapies they receive through the school district.

Additional Resources:   Curriculum

Least Restrictive Environment/Inclusion

• Preschool LRE Environments/Settings Question & Answer Document 
• OSEP Dear Collegue Letter Regarding LRE for Preschool Children  (pdf) – This letter clarifies how least restrictive environment (LRE) requirements apply to the placement of preschool children with disabilities.
• Early Childhood Technical Assistance Center –  Determining LRE Placements for Preschool Children , T ools for Understanding LRE  and  Research & Studies on Inclusion
• Division of Early Childhood (DEC) and National Association for the Education of Young Children (NAEYC) –  Joint Position Statement on Early Childhood Inclusion  
• Inclusive Schools Network –  Early Childhood Resources
• Disability is Natural  articles by Kathie Snow –  Environment, Environment, Environment and Special Education Preschools, Help or Hindrance

Texas Education Agency

• Head Start & RtI
• Services for Texas Students with Disabilities – Ages 3-5  
• Student Attendance & Accounting Handbook  – See Section 4
• Inclusion in Texas – Early Childhood Special education
• Tuition-Supported and District Financed PreK – When a district can charge tuition and the tuition rate limits
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