Possible Accommodations for Students with Dyslexia

Listed below are possible accommodations for the §504, or Admission, Review, Dismissal (ARD) Committee of Knowledgeable Persons to consider for a student with dyslexia. This is not an exclusive list.

TEXTBOOKS AND CURRICULUM

Books/Reading

  • Provide audiotapes/CDs of textbooks and have student follow the text while listening

  • Provide summaries of chapters

  • Use marker or highlighting tape to highlight important textbook sections

  • Assign peer reading buddies

  • Review vocabulary prior to reading

  • Provide preview questions

  • Use videos/filmstrips related to the readings

  • Provide a one-page summary and/or a review of important facts

  • Do not require student to read aloud

  • Talk through the material one-to-one after reading assignments

Curriculum

  • Shorten assignments to focus on mastery of key concepts

  • Shorten spelling tests to focus on mastering the most functional words

  • Substitute alternatives for written assignments (posters, oral/taped or video presentations, projects, collages, etc.)

Classroom Environment

  • Provide a computer for written work

  • Seat student close to teacher in order to monitor understanding

  • Provide quiet during intense learning times

INSTRUCTION AND ASSIGNMENTS

Directions

  • Give directions in small steps and with as few words as possible

  • Break complex direction into small steps—arrange in a vertical list format

  • Read written directions to student, then model/demonstrate

  • Accompany oral directions with visual clues

  • Use both oral and written directions

  • Ask student to repeat; check for understanding

Writing

  • Use worksheets that require minimal writing

  • Provide a “designated note taker;” photocopy another student’s or teacher’s notes

  • Provide a print outline with videotapes and filmstrips

  • Allow student to use a keyboard when appropriate

  • Allow student to respond orally

  • Grade only for content not spelling or handwriting

  • Have student focus on a single aspect of a writing assignment (elaboration, voice, etc.)

  • Allow student to dictate answer to essay questions

  • Reduce copying tasks

  • Reduce written work

Math

  • Allow student to use a calculator without penalty

  • Use visuals and concrete examples

  • Use grid paper to help correctly line up math problems

  • Present information in small increments and at a slower pace

  • Take time to reteach if student is struggling to understand

  • Read story problems aloud

  • Break problems into smaller steps

Grading

  • Provide opportunity to test orally

  • Allow student to type responses

  • Read test to student

  • Evaluate oral performances more than written

  • Avoid penalizing for spelling errors, reversals, etc.

Testing

  • Go over directions orally

  • Permit as much time as needed to complete tests; avoid timed testing

  • Read test materials and allow oral responses

  • Separate content from mechanics/conventions grade

  • Provide typed test materials, not tests written in cursive

  • Allow student to respond on tape, with a typewriter, or by dictating answers to a tutor for assessment

  • Allow tests to be taken in a room with few distractions

Homework

  • Reduce reading assignments; keeping concepts that have been taught

  • Accept work dictated by student to a parent/tutor

  • Limit amount of time to spend on homework; have parents verify time spent on assignments