Classroom Accommodations for Students With Dyslexia

Classroom Accommodations for Students With Dyslexia When a student with dyslexia is eligible for accommodations in the classroom through an IEP or Section 504, those accommodations need to be individualized to fit the unique needs of the student. Accommodations are discussed at the annual IEP meeting, during which the educational team determines the  accommodations that will help support student success.   Although students with dyslexia will have different needs,  there are some accommodations which are commonly found to be helpful for students with dyslexia. Reading Accommodations Provide books on tape, CDs, or on an electronic reader or textbook that a child can listen to especially for content areas.  Create opportunities for oral reading on a one-on-one basis and only ask the student to read aloud in class if he feels comfortable doing so and volunteers to readProvide outlines, summaries of chapters, vocabulary words and preview questions before readingAllow students to use a highlighter to mark important parts of the textUsed shared reading or reading buddiesAllow the student to discuss, one-on-one, the material after reading with a classroom aide, a partner student or the teacherProvide a set of books/textbooks for the student to keep at homeReduce spelling testsGive spelling tests orallyDont take off points for spelling errors on written workReduce spelling words Writing Accommodations Allow the student to dictate work to a parent or aideProvide speech-to-text softwareOffer alternative projects instead of written reportsPhotocopy another childs notes or designate a note-taker who will share notes at the end of classMinimize the amount of copying from the boardAllow the student to use a keyboard to take notesLet student respond to questions orally rather than writing each answerReduce written work Testing Accommodations Allow the student to take tests orallyAllow for extra timeReview directions to test orallyProvide alternatives to testing, such as projects, oral or video presentationsRead test questions to the student and write down answers as the student speaks the answerAllow tests to be taken outside of the classroom, in a quiet area with minimal distractionsHave students state answers into a tape recorder Homework Accommodations Reduce homework, especially assignments requiring readingAllow the student to dictate answers to homework to a parent, sibling or tutorAllow typewritten homeworkUse worksheets with minimal writingLimit time spent on homeworkDo not take off points for homework handed in late Giving Instructions or Directions Break large tasks into stepsGive directions in small stepsRead written directions or instructions to the studentProvide alternatives to writing assignments, use an online calendar, provide the student with a written list of assignments each morning, have a buddy student write assignments, an email list of assignments to student or parentGive examples or model behavior when giving instructionsMake eye contact with a student when giving directions Technology Accommodations Provide computers that have speech recognition softwareAllow the use of electronic spell-checkersProvide software that enlarges images on a computer screenProvide student with a computer to complete class workAllow students to tape record lessons Classroom Accommodations Often students with dyslexia also have co-morbid challenges, especially ADHD or ADD which will add to these students challenges and often leave them with  negative self-concept and low self-confidence.  Be sure to have some of these accommodations, either formally (in the IEP) or informally, as part of your classroom routines, to support both student success and student self-esteem.   Write schedules on boardWrite classroom rules on boardWrite homework assignments on the board in the morning and leave up throughout the dayHave the student sit near the teacherUse color-coding to organize desk, classroom and students booksUse multi-sensory activities to further understanding of topicsUse a positive reinforcement program with rewards and consequencesCreate private signals for a student to indicate high frustration or for the teacher to bring a child back on trackIncrease communication with parents, using daily or weekly emails or phone calls and increase meetings with parentsAssign classroom jobs that will help to increase self-esteemWork with the student to create achievable goals This list is not comprehensive  since just as  each student with dyslexia is different, their needs will be different. Some students may only require minimal accommodations while others may require more intense interventions and assistance. Use this list as a guideline to help you think about what needs the student, or students, in your classroom have. When attending IEP or Section 504 meetings, you can use this list as a checklist; sharing with the educational team what you feel would best help the student. References Accommodations in the Classroom, 2011, Staff Writer, University of Michigan: Institute for Human Adjustment Dyslexia, Date Unknown, Staff Writer, Region 10 Education Service Center Learning Disabilities, 2004, Staff Writer, University of Washington, The Faculty Room