Are Accommodations and Modifications Really a Form of Cheating?
- Kathy Cousineau
- Sep 16, 2025
- 6 min read
Updated: Sep 19, 2025
I’ve heard that question asked in classrooms, whispered in hallways, debated at parent meetings, and even spoken by students themselves. When a child gets extra time on a test, uses a computer to dictate answers, or has instructions read aloud, people wonder if that’s really fair. Parents of children without disabilities sometimes feel frustrated that other children might be given an unfair advantage. Teachers worry about fairness. And peers may even comment, thinking their classmates are getting special treatment.
It’s a question that doesn’t go away—and one worth asking. Because at the heart of it is something bigger: what does fairness in education really mean? Before we can answer, we need to step back and look at what these supports actually are.
What Are Accommodations and Modifications?
Parents often hear the words "accommodation" and "modification" during IEP or 504 plan meetings, and they can sound interchangeable, but they aren’t the same—and knowing the difference matters.
An accommodation is a change in how a student learns or shows what they know. It doesn’t change what they’re expected to learn. For example, a student may:
Get extra time on tests or assignments
Have directions read aloud
Use large print materials
These adjustments remove barriers without lowering expectations, giving students access to the same academic standards as their peers.
A modification, on the other hand, changes what a student is expected to learn. Instead of holding every child to the same bar, modifications adjust the expectations. For example:
A student who is still learning to read might listen to an audiobook that the class is reading so they can still engage in class discussions about the theme.
A child may work on math problems that practice the basics instead of harder grade-level problems they’re not ready for yet.
A student in PE might work on flexibility goals instead of a timed mile.
In short, accommodations keep the goal the same, while modifications adjust the goal to meet the child where they are. Both are designed to remove barriers, allowing learning to continue.
Why Do Some Students Receive Accommodations or
Modifications?
Once parents understand what accommodations and modifications mean, the next question is usually: Why does my child, or another child, need them in the first place?
The answer is simple: every student learns differently, and some face barriers that make it harder for children to learn or to show what they really know.
For example:
A child with ADHD may need short breaks to focus.
A student with dyslexia might need text-to-speech to keep up with reading assignments.
A student with a vision impairment may require large print or braille.
A student with a math disability might be unable to do four-digit division because they are still working on understanding two-digit division. A modification to the curriculum could adjust the expectation so the student practices two-digit division while others move on, ensuring the goal remains accessible and the student continues to learn.
These types of support are ways to make sure learning is possible. Without them, many students might be unfairly shut out from showing what they know.
Isn’t That Cheating?
Parents, teachers, and even students themselves sometimes ask this question. If one child gets more time or a different setup for a test, doesn’t that give them an edge?
At first glance, it might seem that way. A child may be given extra time or allowed to take a test in a quieter space, and to another parent, this can look like special treatment. But here’s the truth: classrooms, schedules, teaching methods, and tests are designed with the “average” student in mind. For most children, that setup works fine—they can show what they know without extra support.
For students with disabilities, however, that same system can create barriers. Accommodations and modifications are how we remove those barriers so the child has the same chance to succeed. They don’t make school easier—they make school possible.
How Do Peers View Accommodations?
Children notice when things are different. They see when a classmate gets extra time on tests, uses speech-to-text, or takes breaks during lessons. Sometimes they think, “That’s not fair—they’re getting it easier.”
This is where parents and teachers can guide the conversation. Kids need to understand that students with disabilities don’t use accommodations to skip work—they use them to make the work possible. A simple way to explain it is this: if a student uses a wheelchair, they need a ramp to enter the school. The ramp doesn’t make things easier than stairs—it just makes it possible to get inside the door. Accommodations and modifications work the same way.
When children understand this, they’re more likely to see accommodations and modifications for other students as fairness in action, not special treatment.
What Do Accommodations and Modifications Teach
All Children?
When we provide accommodations and modifications, the benefits reach beyond the child receiving them. The whole class learns valuable lessons:
Fairness sometimes means giving people what they need, not giving everyone the exact same thing.
Compassion matters—students learn to respect and support each other’s differences.
Effort and growth count more than whether every child learns in exactly the same way.
This is one of the most powerful parts of inclusive education. Students with disabilities and students without disabilities learn side by side, seeing that every child has strengths and challenges.
Accommodations and modifications don’t lower the bar for the class—they raise the understanding of what it means to belong and succeed together.
What Have I Learned as an Educator?
After years of teaching, sitting in IEP meetings, and helping students navigate supports, I can say this with certainty: accommodations and modifications are not cheating. They are the bridge between a child’s potential and their performance.
A student who needed extra time
I once worked with a bright fifth grader who froze every time the clock ticked during math tests. His disability made processing slower, and no matter how much he studied, he never finished in time. With extended time, his test scores finally reflected what he actually knew. He wasn’t suddenly better at math; he finally had the chance to show it.
A child who thrived with accessibility
Another student, an avid storyteller with dyslexia, struggled to put ideas on paper. Written work was agony. But when given speech-to-text as an accommodation, his writing blossomed. His voice came through clearly, and he could demonstrate the same skills as his peers.
A student who found dignity in the process
One of the most moving moments came from a student who always sat silently during group reading. He had a specific learning disability that made decoding nearly impossible. When I read directions aloud or gave him audio versions of texts, he could participate in discussions with confidence. The accommodation didn’t lower the bar; it gave him dignity, belonging, and a way to learn alongside his peers.
These aren’t stories of shortcuts. They’re stories of fairness. Accommodations and modifications don’t hand out answers—they remove barriers so children can succeed on their own merit.
Do These Supports Prepare Children for the Real World?
Yes. The real world is full of supports—ramps, voice-to-text software, calculators, glasses, and flexible work hours. When children grow up using accommodations, they also learn to advocate for themselves, find tools that work, and approach challenges with problem-solving skills.
Accommodations don’t disappear after high school. Many students carry them into college, where they may use note-taking apps, extended time, or quiet testing spaces. In the workplace, similar supports exist in the form of flexible scheduling, specialized software, or structured environments.
The goal is always the same: to give individuals with disabilities the chance to learn, grow, and contribute without unnecessary barriers.
FAQs from Parents
Do accommodations lower expectations?
No. Students are still expected to learn the same material as their classmates. Accommodations simply remove barriers so they can show what they know.
Are accommodations and modifications the same?
No. Accommodations change how a student learns or shows what they know. Modifications change what the student is expected to learn.
Do students have to prove they need accommodations?
Yes. Students who receive accommodations have documented needs through an IEP or 504 plan. Supports are chosen carefully to match the student’s disability.
Aren’t accommodations a form of cheating?
Never. They don’t tilt the playing field—they level the learning field.
Can accommodations change as my child grows?
Yes. A child who needs a quiet testing space in elementary school may need different supports in high school or college. Plans like IEPs and 504s are reviewed regularly to keep supports aligned with the child’s needs.
Key Takeaways
Accommodations and modifications are tools for fairness, not shortcuts. They remove barriers so every child has the chance to learn, grow, and show what they are capable of.
At the end of the day, they aren’t about giving some kids more—they’re about giving every child a fair chance. Because fairness means meeting children where they are and helping them move forward. They don’t tilt the playing field—they level the learning field.
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