Dyslexia accommodations aren’t a favor or an advantage. Discover what to ask for, why it matters, and how to stop second-guessing yourself. You’ll even find a dyslexia accommodations checklist.
In a nutshell, accommodations are adjustments to how a student learns or demonstrates learning, without changing what they’re expected to learn. The International Dyslexia Association defines accommodations as changes in the way students access information. They do not change academic expectations. I like to think of accommodations as removing barriers for students with dyslexia so they can demonstrate their true understanding of the material. The purpose of these supports is to level the playing field and ensure kids with dyslexia have equal access to learning and can shine academically. For example, if a history test is measuring understanding of historical facts, providing the text in audio format or having the questions read aloud lets a dyslexic student show their knowledge without being hindered by their reading challenge.
This brings us to the question of why dyslexia accommodations matter so much? Dyslexia primarily affects reading and spelling. In school, that’s pretty much every subject. The right accommodations can mean the difference between a student managing the material versus feeling overwhelmed. Depending upon how quickly your child processes information can be the difference between passing a test and failing it. That’s why extra time on tests and assignments is a common accommodation. Another example: allowing a student to use a keyboard instead of writing by hand can turn an hours-long battle with a blank page into a chance to actually demonstrate what they know.
Let’s address the elephant in the room. Many people think that accommodations give an unfair advantage. I know that I came up against this mindset when requesting timing accommodations for my daughter. They pointed to the fact that she was passing her NYS exams and couldn’t possibly need more time. Administrators really believed that granting her extra time would be cheating. They ignored the fact that she only read 3 out of the 4 passages because a student only needed to site from 3 of the passages (not 4) to receive full credit. But enough about me! Timing accommodations give the student a fair chance to succeed by bypassing the specific roadblocks that dyslexia puts in their way. It’s also not a one size fits all. One student may only require 30% additional time while another student requires twice the time. Schools may not want to offer different levels because it becomes more cumbersome to manage. But that isn’t a reason not to offer an accommodation that addresses the needs of that student. Also, an accommodation is NOT a substitute for providing reading instruction or intervention. Regardless of how old a student is, we have a moral obligation to teach them to read. Last year, I tutored a student who graduated high school at a 3rd grade reading level. She knew plenty of sight words but really couldn’t read. All the accommodations in the world didn’t justify not teaching that student how to read. It’s like putting a band-aid on a wound instead of stitches.
Before we dive into more specifics, I want to take a moment to bust a common myth that you will hear time and time again from schools. There’s no limit to the number of accommodations a student can have in a plan. You might have heard things like “a 504 plan can only have three accommodations.” That’s not only incorrect. Dare I say it’s a line of BS that parents are feed over and over again. A Section 504 plans can list as many accommodations as needed to support the student. The same goes for an IEP (Individualized Education Plan.) Please, if you remember one thing about dyslexia accommodations, remember if your child needs ten different accommodations, the 504 plan needs to include ten different accommodations. Simply ask the person who said there is a limit to show you the regulations and the law stating that the number of accommodations is capped. Trust me, they won’t be able to!
Many of us think about elementary school as the place where your child learns to read. That makes sense given that the focus is on learning to read. However, for students with dyslexia, reading becomes a heavy lift. At this age, children with dyslexia might struggle to decode words, read grade-level text, and spell basic words. Without the proper support, they can quickly fall behind in all subjects. The only way that they can get back to grade level is by making more progress than the other students. What do I mean? Let’s take a hypothetical student. Johnny is in the third grade but it reading at a 2nd grade level. Johnny makes progress during the year and by the end of the year has moved to reading at a 3rd grade level. However, all the other students in the third grade are also making progress throughout the year. In order for Johnny to “catch up” he needs to make 2x the progress as the other students. Otherwise, he will always be behind. This is a really important concept because too often, schools are pleased that Johnny is making progress. You’ll want to make sure that Johnny is making enough progress to eventually catch up with his peers. That is part of the reason that accommodations are vital. They can ensure that Johnny is learning all the other elements like vocabulary, background knowledge, and writing structure. Dyslexia accommodations help young learners keep up with their peers and build their confidence as they master decoding and fluency.
These dyslexia accommodations focus on supporting foundational skills and preventing frustration in elementary school. We want our young dyslexic learners to love school and reading, not feel defeated. As a parent, you have the right to request these types of supports. The reality is, you might find yourself educating teachers about what dyslexia 504 accommodations look like and why they are needed. That’s okay. Explain what helps your child. The plan should reflect the needs. Also remember, there’s no such thing as too many accommodations. If your child needs audiobooks, extra time, and a scribe, then all of these items should be included on the plan. Your advocacy in these early years will set the stage for your child’s confidence and success.
In part two of this topic, we’ll move on to middle school and high school, where the academic demands increase but so do opportunities for independence.
If you’ve ever watched your fourth or fifth grader avoid doing their homework, you’re not alone. That frustration is exactly why this post exists. Tracy, an Orton Gillingham tutor, discusses the “fourth-grade slump” and explains why traditional reading instruction can leave some learners behind Best of all, she shows you
Are you a parent of teenager who doesn’t like reading? You’ve tried everything to motivate kids to read…from encouragement to consequences, but your child still avoids reading, or refuses altogether. It’s not that they don’t care. It’s that reading has slowly become a place of failure for them. In this
