Reasonable Accommodations for Dyslexia
What are Reasonable Accommodations?
Reasonable accommodations are changes provided at school in the learning environment, curriculum, or resources used so a student with dyslexia can access academic content and/or complete assignments. To learn more about the difference between accommodations and modifications, CLICK HERE.
Why Should Students with Dyslexia Receive Reasonable Accommodations?
Reasonable accommodations help to level the academic field so that dyslexic students can learn the classroom content. It may make changes to the teaching methods, pace of learning, environment, and often provides assistive technology to help accommodate for specific deficits that can get in the way of learning. To acquire these accommodations, a parent or guardian needs to pursue a 504 or an IEP. To learn more about this process, CLICK HERE.
What are Some Possible Reasonable Accommodations for Students with Dyslexia?
Overall Teaching Accommodations
- Establish a consistent daily routine to reduce anxiety.
- Provide organized, uncluttered materials that are easy to follow.
- Preview new topics and introduce vocabulary in advance.
- Review prior lessons to strengthen retention.
- Offer small group or one-to-one instruction when possible.
- Break larger projects into manageable steps with clear deadlines.
- Give reminders to record and submit assignments.
- Modify or reduce the amount of homework and classwork when needed.
- Allow extended time for assignments.
- Check for understanding before assigning homework.
- Provide a written list of assignments accessible to both students and parents.
- Offer a foreign language substitution, waiver, or exemption when appropriate.
- Provide a second set of textbooks for home use.
- Allow the use of technology (tablet or laptop) for note-taking and assignments.
Listening & Reading Accommodations
- Provide audiobooks (e.g., Raz-Kids, Learning Ally, or Bookshare).
- Share visual schedules and illustrated directions.
- Allow extra time for reading tasks.
- Shorten or adapt reading assignments.
- Use simplified directions and highlight key words.
- Give oral directions and check for comprehension.
- Offer large-print materials with less content per page.
- Provide text-to-speech technology.
- Implement Orton-Gillingham-based reading instruction.
- Share reading assignments in advance.
- Allow use of colored overlays to reduce visual stress.
- Provide highlighters or color-coding tools for texts and assignments.
Spelling Accommodations
- Allow use of a computer with spell check or a handheld device.
- Avoid penalizing for spelling errors on classroom work and tests.
- Provide a spelling word bank for reference.
- Offer a shortened or reduced spelling list.
Writing Accommodations
- Supply teacher or peer notes, or partially completed notes with blanks to fill in.
- Reduce writing demands when possible.
- Provide a scribe for written assignments.
- Allow use of a tape recorder or Smart Pen for lectures.
- Permit use of a computer or assistive technology (speech-to-text, word prediction, grammar tools).
- Do not deduct points for handwriting difficulties.
- Avoid requiring students to copy lengthy text from the board.
Mathematics Accommodations
- Provide graph paper to align numbers and equations.
- Read word problems aloud and clarify wording.
- Allow use of math manipulatives and visual supports.
- Permit use of a calculator or multiplication chart.
Test-Taking Accommodations
- Allow extended time (time-and-a-half or double).
- Offer a quiet, distraction-free testing environment.
- Avoid scantrons; allow answers directly on the test.
- Simplify and rephrase language-heavy questions.
- Provide short breaks as needed.
- Permit use of a calculator during assessments.
- Offer word banks or formula sheets.
- Provide a scribe if writing is a barrier.
- Allow students to demonstrate mastery orally when appropriate.