IEP Modifications in Connecticut: Accommodations vs. Modifications
What is the difference between accommodations and modifications in a Connecticut IEP?
In Connecticut, modifications are changes to the curriculum content or performance expectations for a student with a disability, distinct from accommodations, which are changes to how a student accesses content without altering expectations. The IEP developed by the PPT must document program modifications under Conn. Agencies Regs. § 10-76d-11, including any curriculum modifications along with supports for school personnel. When modifications result in reduced access to the general curriculum, the IEP must explain the extent to which the student will not participate with nondisabled peers in the regular classroom and nonacademic activities (34 CFR 300.320(a)(5)). Connecticut's least restrictive environment (LRE) requirements under Conn. Agencies Regs. § 10-76d-14 require that placement decisions be made in accordance with LRE principles and that removal from the general education setting be justified by the nature of the disability. Students with the most significant cognitive disabilities who require extensive modifications may take the Connecticut Alternate Assessment (CTAA) rather than general state assessments; this must be justified in the IEP.
What Connecticut Requires
The IEP must document all program modifications and supports for school personnel (Conn. Agencies Regs. § 10-76d-11; 34 CFR 300.320(a)(4)).
The IEP must explain the extent to which the student will not participate with nondisabled peers in regular classes and nonacademic activities (34 CFR 300.320(a)(5)).
Students with the most significant cognitive disabilities may take the Connecticut Alternate Assessment (CTAA); the IEP must justify why the student cannot participate in general state assessments and identify the alternate assessment (Conn. Agencies Regs. § 10-76d-11).
The PPT must consider LRE before recommending modifications that remove a student from general education; removal must be justified by educational need (Conn. Agencies Regs. § 10-76d-14).
Curriculum modifications that alter performance expectations are distinct from accommodations and must be specifically documented in the IEP.
Key Timelines
Modifications must be reviewed at least annually as part of the PPT annual IEP review (Conn. Agencies Regs. § 10-76d-12).
The PPT must consider annually whether modifications remain appropriate and whether participation in the general curriculum can be increased (Conn. Agencies Regs. § 10-76d-12).