• 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

    • 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
    • Use colored transparency or overlay
    • 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
    • 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

    • 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
    • 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
    • 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
    • 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.
    • 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
    • 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