IEP Modifications in Alabama: Accommodations vs. Modifications
What is the difference between accommodations and modifications in a Alabama IEP?
In Alabama, the IEP must distinguish between accommodations (which don't change content) and modifications (which alter grade-level content expectations). Modifications are changes to curriculum content, performance level, or assessment that change what a student is expected to learn or be tested on, and must be specifically documented in the IEP under Ala. Admin. Code r. 290-8-9-.05. The IEP must explain the extent to which the child will not participate with nondisabled peers in the regular education curriculum, extracurricular activities, and nonacademic activities. Modifications for students with significant cognitive disabilities align to the Alabama Extended Standards, which represent modified grade-level content. When modifications are included, the IEP must document the specific changes to curriculum and expectations. The LEA must ensure that IEP services, including modifications, are implemented as written without delay.
What Alabama Requires
The IEP must document program modifications — changes to curriculum content or assessment expectations that differ from grade-level standards — and explain the extent to which the child will not participate with nondisabled peers (Ala. Admin. Code r. 290-8-9-.05; 34 CFR 300.320(a)(4)-(5)).
Students with significant cognitive disabilities have their modified content expectations documented through the Alabama Extended Standards, which must be reflected in IEP goals and services (Ala. Admin. Code r. 290-8-9-.05).
The IEP must specify any modifications to the regular assessment, and if the child requires an alternate assessment, document the rationale and identify the specific alternate assessment (34 CFR 300.320(a)(6)).
Services must be implemented as written; no delay is permitted while determining payment sources for services (Ala. Admin. Code r. 290-8-9-.05).
Significant curriculum modifications affect diploma pathway — students assessed on Alabama Extended Standards may earn an Alabama Alternate Diploma rather than the standard Alabama High School Diploma; the IEP team must discuss diploma implications when modifications change grade-level expectations.
When modifications increase placement restrictiveness, Alabama’s LRE requirements under AAC r. 290-8-9-.06 require justification for any removal from the general education setting.
Key Timelines
Modifications must be reviewed and revised at each annual IEP review (34 CFR 300.324(b)).