Differentiation,
Modifications, and Adjustments:
Understanding the Differences to
Support Every Student

In classrooms today, we know that one size does not fit all. Students have diverse learning needs, abilities, and backgrounds, and teachers need strategies to ensure everyone can access and participate in learning. Terms like differentiation, modifications, and adjustments are often used interchangeably, but they have distinct meanings — and understanding the difference is key to supporting students effectively.

This post breaks down each term in simple, practical terms, with classroom examples and guidance for teachers.

Differentiation

What it is:
Differentiation is when teachers plan and deliver teaching in ways that respond to the diverse needs of students. It is part of quality teaching and happens in everyday lessons. Differentiation does not change what students are expected to learn, but it changes how the content is delivered, how students engage with it, and how they demonstrate their learning.

Classroom examples:

• Providing multiple ways for students to respond: oral presentations, written tasks, or visual projects
• Using tiered questioning in discussions to challenge students at different levels
• Offering choice boards or menus so students can select tasks that suit their learning preferences

Why it matters:
Differentiation ensures that all students can access the curriculum, promoting inclusion without lowering expectations.

Modifications

What it is:
Modifications are changes to what students are expected to learn or the curriculum outcomes themselves. This usually applies when a student’s disability or learning needs mean they cannot reasonably achieve the same learning outcomes as their peers without significant changes.

Classroom examples:

• Adjusting a history assignment to focus on key concepts rather than detailed analysis
• Simplifying maths problems to focus on basic operations rather than complex word problems
• Setting learning goals that are aligned with the student’s functional abilities rather than the standard curriculum

Why it matters:
Modifications are important when differentiation alone is not enough. They help students experience success and progress in ways that are meaningful and achievable, while still participating in learning.

Adjustments

What it is:
Adjustments refer to supports or strategies put in place to help students access the curriculum on the same basis as their peers. Adjustments can be supplementary, substantial, or extensive, as defined in the NCCD. They do not change the curriculum expectations; they change how the student accesses or demonstrates their learning.

Classroom examples:

• Providing extra time for assessments
• Using assistive technology such as speech-to-text software
• Providing a scribe or reader for written tasks
• Seating a student closer to the teacher for better access to instruction

Why it matters:
Adjustments allow students with disability to participate fully in learning without lowering expectations. Recording these adjustments is also a key part of the NCCD process.

Why understanding the differences is important

Confusing differentiation, modifications, and adjustments can lead to:

• Inconsistent or inappropriate support for students
• Misunderstandings in planning and reporting
• Challenges in meeting legislative responsibilities, such as those under the Disability Standards for Education 2005

Understanding the distinctions helps teachers:

• Plan effectively for diverse learners
• Ensure equitable access to the curriculum
• Record evidence accurately for processes like the NCCD
• Collaborate confidently with colleagues, parents, and allied health professionals

Final thoughts

Recognising the difference between differentiation, modifications, and adjustments is a critical skill for teachers who want to provide inclusive, effective support. By applying these strategies thoughtfully, you can meet the needs of every student in your classroom.

 

✨ Want further guidance on differentiation, modifications, adjustments, and other practical strategies for supporting all students?

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