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Teaching Students with LD and ADHD

Intervention vs accomodation

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Joined: Mar 17, 2013
Posts: 2
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Posted Mar 18, 2013 at 12:11:37 AM
Subject: Intervention vs accomodation

My boss says I am just providing accomodations not interventions. Can anybody clearly define the difference?

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Joined Sep 28, 2011
Posts: 94

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Posted:Mar 18, 2013 10:45:40 AM

The difference between them, is that accommodations refer to 'ease of access', and removing unnecessary obstacles.

While interventions refer to strategies to improve performance.

So perhaps this is what your boss is saying?

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Joined Mar 17, 2013
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Posted:Mar 18, 2013 12:22:46 PM

Can you give some examples of interventions that can be used in a co-taught class for reading and/or math?

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Rod Everson
Joined May 20, 2007
Posts: 41

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Posted:Apr 01, 2013 11:23:35 AM

Here's an example: Say you have a child in third grade still struggling to print letters and numbers correctly.


1. Give him a calculator to do his math sums, and a computer to use to print numbers out.
2. Let him use a computer to type out his letters and do his written work
3. Have another child do his printing for him.
4. Do it for him, i.e., you write his name legibly at the top of every paper he turns in.


1. Teach him, with individualized instruction, to make his letters and numbers correctly.
2. Provide extra worksheets to help him learn them.
3. Have a knowledgeable peer help him learn them.
4. Tell his parents what he needs to spend extra time on at home.
5. Recommend he have his vision checked. Glasses, if they work, would be considered a successful intervention.

A successful accommodation "gets around" the problem.
A successful intervention "solves" the problem.

I'd suggest you ask your "boss" for examples of what he means. You'll find, I think, that he wants you to do more teaching and less enabling.

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Allison Ash
Joined Apr 07, 2013
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Posted:Apr 08, 2013 6:27:51 PM

More and more students with disabilities are being included in the general education classroom as IDEA states that for many this is considered the least restrictive environment for their educational attainment. Due to this inclusion and co-teaching are becoming the norm and special educators (as well as general education teachers) are responsibly for assuring proper accommodations and interventions are utilized to assist students with disabilities in their success inside the classroom. I have to agree – the difference between these two is fuzzy. I myself even made an error in understanding when completing a paper for my Masters classes. Based upon my own research the difference between accommodations and interventions is as follows:
Accommodation: Practices and procedures that are implemented that provide equal access to the general education curriculum during instructional and assessment procedures for students with disabilities, such as presentation, testing, response, setting, etc. The intent is to reduce the effects of the student’s disability on the student’s ability to learn. Most students have testing accommodations to assure that they are able to perform well on the assessment although the overall assessment is not altered in regards to learning expectations.
Intervention: Instructional strategies that help remediate or support the process of children learning skills, such as literacy and math. Normally are focused on specific performance deficit and are provided in addition to the core curriculum. The intent is to assist in improving the student’s ability to meet curriculum expectations.
The line is fuzzy, but both need to be utilized in order to help students with disabilities be successful in the general education setting. I feel that the two complement each other in their efforts to assist students in their learning. I would suggest that you gain further clarification on what your boss and other special education teachers in your building (and district) view as the difference. There needs to be consistency in what both are and how they are executed from primary to secondary grades to ensure that students are given the support and assistance needed for success based upon their individualized needs. When inconsistencies and differences exist that only further hinders the ability of students with disabilities to experience success in the general education setting and learn how to advocate for their own abilities and strengths.

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Joined Apr 08, 2013
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Posted:Apr 10, 2013 12:35:52 PM

I am glad I am not the only one who may be confused and puzzled with the words, intervention and accommodation. Allison Ash’s post and Rod Everson have been able to explain the terms really well.
My question to you would be – does the child/children have IEP(s)?
My class at Walden University is helping me understand some of the nuances, which is very supportive. Based on what I learned my understanding is that interventions precede accommodations. Although a teacher can practice accommodations at any time, an educator is required to provide accommodations and modifications based on IEPs. Interventions are practices that may be tried in order to avoid classification, so that the child benefits from a regular classroom and a least restricted environment.
Intervention is a process of trying different strategies to help students learn in a least restrictive environment. The student has the aptitude to reduce the gap of ability and learning by getting help based on need. The results of this intervention may be noted and if the child is able to cope with the rest of the class, then s/he may not need any further testing or interventions. If the problem is solved, no further action may be required.
If the interventions failed to help the child progress, then the child is referred. The child study team tests the child for needs. Based on needs and/or ability, the child is classified and the IEP determines the type of accommodations or modifications required. Once the child has an IEP, the child is affected by the absence of a least restricted environment to some degree. The idea is to provide the child an opportunity to learn like children in the general education classroom. Inclusion, small group, or self-contained environments are all measures that reduce the least restrictive environment.
Your school and/or district should have some processes in place to help you understand your resources. They may be able to guide you with the type of interventions you may be able to provide. If the child does have an IEP then you may need to consider the accommodations based on the test results.

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