Accommodations/Modifications

 

Listed below are accommodations/modifications for the §504 or Admission, Review, Dismissal (ARD) Committee to consider for a student with dyslexia/reading disabilities:

 

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
• 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

      

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
• Accept work dictated by student to a parent/tutor
• Limit amount of time to spend on homework; have parents verify time spent on assignments

 

 

Talking about dyslexia...

"Never let dyslexia be an excuse for not achieving success. Chart your course and work to make your dreams a reality. Once you do that, there is nothing to ever hinder you."

Carolyn McCarthy