Accommodations change how a student accesses learning or demonstrates understanding. Modifications change what the student is expected to learn in a subject or course. The distinction affects instruction, assessment and reporting, so the IEP should describe it clearly.
Quick answer
Can a student receive accommodations without modified expectations?
Yes. A student may work toward regular grade-level curriculum expectations while using accommodations such as assistive technology, extra time, reduced-distraction settings or alternative response formats. A modification changes curriculum expectations above or below the regular grade level.
Examples of accommodations
- Audio or digital text and text-to-speech tools
- Additional processing time or scheduled breaks
- A quieter location for assessment
- Speech-to-text or scribing when independently justified
- Chunked instructions, visual schedules or organizational supports
Examples of modifications
A student might work on expectations from a different grade level in mathematics or language, or complete a reduced or substantially changed set of curriculum expectations. The IEP should identify the subject and the modified expectations; the decision should not be hidden behind vague wording.
Questions parents should ask
- Is this support an accommodation, modification or alternative expectation?
- Which subjects and settings does it apply to?
- How will progress be measured and reported?
- What evidence supports the change?
- How will the team avoid lowering expectations unnecessarily?
Official sources
Confirm current procedures with the school and use the latest Ontario or YCDSB documents when a formal decision is involved.
Related parent guides
Last reviewed: July 20, 2026. Independent parent information, not legal advice or an official YCDSB publication.