This is Part IV of a four part series designed to give a comprehensive view of dyslexia. In the third series, we covered the general warning signs and symptoms of dyslexia. You can read the third series by clicking here.
If you recall the second series, we covered the wiring of a dyslexic brain, gave national statistics and study conclusions, and explained testing and management of dyslexia. Where there is no cure for dyslexia, individuals with this disorder frequently respond successfully to timely and appropriate intervention. The brain can permanently rewire itself and overcome reading deficits, if students are given 100 hours of intensive remedial instruction.
In this series, we give parents of dyslexic children a detailed outline of Accommodations that parents will want to familiarize themselves with when working with school officials in assuring their child receive the best possible education.
Classroom Accommodations for Dyslexic Students
An Accommodation is a change in the way a teacher presents information. Where each child has a civil right to equal access to education, despite any disabilities they may have, schools are required to offer fair means to provide each student with what they need to succeed. With this in mind, parents of dyslexic children will need to be aware to ask for accommodations for their child and be proactive in seeing this into fruition.
Dyslexic students need a teacher who:
- Understands their frustration and that their difficulties are due to an inherited brain difference
- Will be their champion and not give up on them
- Provides a safe environment in their classroom
- Will not embarrass them in front of their friends
- Reduces their fear and anxiety in the classroom
- Never forces them to participate in a spelling bee
- Never has them write on the board
- Maintains privacy of their homework and tests
- Never calls on them unless they volunteer
- Instills in that it is OK to make mistakes
Following are Accommodations for dyslexic children and how you, the parent, can work with your student’s teacher(s) to provide the most efficient means for your child’s learning success.
Dyslexia Accommodations for Reading
- Provide all books on audio tape
- During silent sustained reading, the teacher will need to allow the student to either read or to listen and read
Following are some resources for books on tapes:
- Recording for the Blind and Dyslexic for textbooks (800-221-4792, www.rfbd.org)
- Recorded Books Rentals for best sellers, leisure books, and classics (800-638-1304, www.recordedbooks.com)
- Books on Tape Rentals for best sellers, leisure books, and classics (800-88-BOOKS, www.booksontape.com)
- Your local library can obtain many recorded books for you.
Accommodations for Spelling
Dyslexic students can’t learn to spell by memorizing, nor can they learn to spell by writing a word 50 times. Work with your student’s teacher to:
- Not grade their spelling tests. In fact, ask that they do not put a spelling grade on their report card at all and leave that area blank
- Ignore spelling mistakes on written assignments; grade on content, not mechanics
- Do not force the student to use a traditional dictionary; allow electronic spell checkers instead
Accommodations for Handwriting
- The teacher should provide a copy of the board notes or tape record the class versus allowing the student to rely on not taking.
- Photocopy any pages with problems and allow the student to write answers on the photocopy as an alternative to asking the student to copy from a book.
- Provide a written copy of the assignments instead of having student handwrite their assignments.
- Accept typed assignments created on a portable keyboard (AlphaSmart Pro, www.alphasmart.com, 888-274-0680,), laptop or classroom computer.
Accommodations for Written Expression
- Provide an alternative to written reports such as a created video or mural, class presentation, etc.
- Make writing reports a team project
Accommodations for Homework
Ask your student’s teacher to:
- Shorten homework assignments
- Avoid sending home unfinished classroom work; shorten classroom assignments instead
- Be consistent when assigning homework
- Assign homework buddies
- E-mail home the assignment sheet
- Be consistent when collecting homework
- Immediately notify you if assignments are not turned in.
- Not count homework late you cannot find them when lost
Accommodations for Memory
- Allow a calculator or printed copy of multiplication tables for the student to use
- Ask two-choice questions instead of open-ended questions on work and tests
Accommodations for Test Anxiety
Work with your student’s teacher to:
- Conduct oral review session during class
- Provide your student a sample test
- Allow open-book and open-notes tests or allow students to bring one page of notes to the test
- Give oral testing with extended times. An additional option here can be to allow the student to complete the test at home under parental supervision
- Allow the student to listen to each question on a pre-recorded test and then dictate each answer into a second tape recorder
- Shorten tests
- If your student has ADD/ADHD, ask the teacher to allow tests to be taken in a distraction-free room
- Use easy test formats such as to draw lines from question to answer or fill in blank with a given list of possible answers
Accommodations for Grading:
Your student’s teacher will need to:
- Grade shortened assignments or tests as: number of correct answers divided by number of problems answered
- If your student gets a poor grade on a test, ask the teacher to allow your student to retake the test or earn extra credit
- Give many small quizzes rather than one or two big exams
- Never flunk your student as long as they participate and try
Each year, you will need to educate your child's new teacher(s) on the Accommodations that worked well the prior year. These accommodations allow dyslexic students to master the curriculum and prove their knowledge - even though they may not (yet) read, write, or spell at grade level. Be prepared to visit the classroom from time to time, make sure accommodations are implemented properly.
If your child has an I.E.P. or 504 Plan write a letter asking for a meeting to modify the plan and add any accommodations to the plan that you feel are necessary for your child’s success. Also, add your child’s strengths and interests and list ways they can be used in the classroom. Remember to include accommodations that your child will need to pass the state standard tests and high school exit exams.
If your child does NOT have an I.E.P. or 504 Plan, ask politely for a parent-teacher meeting before school begins. Explain your child’s strengths and weaknesses; ask all of his teachers to try the accommodations you’re requesting for one month and then, have a follow-up meeting to review the results.
