Students with dyslexia who receive dyslexia instruction that contains the components described in this chapter will be better equipped to meet the demands of grade-level or course instruction. In addition to dyslexia instruction, accommodations provide the student with dyslexia effective and equitable access to grade-level or course instruction in the general education classroom. Accommodations are not one size fits all; rather, the impact of dyslexia on each individual student determines the necessary accommodation.
Copies of notes (e.g., teacher- or peer-provided)
Note-taking assistance
Additional time on class assignments and tests
Reduced/shortened assignments (e.g., chunking assignments into manageable units, fewer items given on a classroom test or homework assignment without eliminating concepts, or student planner to assist with assignments)
Alternative test location that provides a quiet environment and reduces distractions
Priority seating assignment
Oral reading of directions or written material
Word banks
Audiobooks
Text to speech
Speech to text
Electronic spellers
Electronic dictionaries
Formula charts
Adaptive learning tools and features in software programs
Accommodations are changes to materials, actions, or techniques, including the use of technology, that enable students with disabilities to participate meaningfully in grade-level or course instruction. The use of accommodations occurs primarily during classroom instruction as educators use various instructional strategies to meet the needs of each student. A student may need an accommodation only temporarily while learning a new skill, or a student might require the accommodation throughout the school year and over several years including beyond graduation.
Decisions about which accommodations to use are very individualized and should be made for each student by that student’s ARD or Section 504 committee, as appropriate. Students can, and should, play a significant role in choosing and using accommodations. Students need to know what accommodations are possible, and then, based on knowledge of their personal strengths and limitations, they select and try accommodations that might be useful for them. The more input students have in their own accommodation choices, the more likely it is that they will use and benefit from the accommodations.
When making decisions about accommodations, instruction is always the foremost priority. Not all accommodations used in the classroom are allowed during a state assessment. However, an educator’s ability to meet the individual needs of a student with dyslexia or provide support for the use of an accommodation should not be limited by whether an accommodation is allowable on a state assessment. For more information about accommodations, see Accommodations for Students with Dyslexia available at https://dyslexiaida.org/accommodations-for-students-with-dyslexia/.
Accessible instructional materials are textbooks and related core instructional materials that have been converted into specialized formats (e.g., Braille, audio, digital text, or large print) for students who are blind or have low vision, have a physical disability, or have a reading disability such as dyslexia. Digital books or text-to-speech functions on computers and mobile devices provide access to general education curriculum for students with dyslexia. Bookshare and Learning Ally provide electronic access to digitally recorded materials for students with print disabilities. TEA provides links to these resources as well as other accessible instructional materials for students with disabilities at https://tea.texas.gov/academics/instructional-materials/state-adopted-instructional-materials/accessible-instructional-materials.
Educators, parents, and students must understand that accommodations provided during classroom instruction and testing might differ from accommodations allowed for use on state assessments. The state assessment is a standardized tool for measuring every student’s learning in a reliable, valid, and secure manner. An accommodation used in the classroom for learning may invalidate or compromise the security and integrity of the state assessment; therefore, not all accommodations suitable for instruction are allowed during the state assessments. It is important to keep in mind that the policies for accommodation use on state assessments should not limit an educator’s ability to develop individualized materials and techniques to facilitate student learning. Instruction comes first and can be customized to meet the needs of each student.
Students with an identified disability who receive special education services and meet established eligibility criteria for certain accommodations
Students with an identified disability who receive Section 504 services and meet established eligibility criteria for certain accommodations
Students with a disabling condition who do not receive special education or Section 504 services but meet established eligibility criteria for certain accommodations
For students who receive special education or Section 504 services, the decision for student use of accommodations during the statewide assessments is made by the ARD or Section 504 committee. In those rare instances where a student does not receive services but meets the eligibility criteria due to a disabling condition, the decision about using accommodations on the statewide assessments is made by the appropriate team of people at the campus level, such as the RTI team or student assistance team. For more information about accommodations on statewide assessments, visit https://tea.texas.gov/accommodations/.
By receiving instruction based on the elements described in this chapter, a student with dysgraphia is better equipped to meet the demands of grade-level or course instruction. In addition to targeted instruction, accommodations provide the student with dysgraphia effective and equitable access to grade-level or course instruction in the general education classroom. Accommodations are not a one size fits all; rather, the impact of dysgraphia on each individual student determines the accommodation.
The rate of producing written work
The volume of the work to be produced
The complexity of the writing task
The tools used to produce the written product
The format of the product (Texas Scottish Rite Hospital for Children, 2018, p. 5).
Allow more time for written tasks including note taking, copying, and tests
Reduce the length requirements of written assignments
Provide copies of notes or assign a note taking buddy to assist with filling in missing information
Allow the student to audio record important assignments and/or take oral tests
Assist student with developing logical steps to complete a writing assignment instead of all at once
Allow the use of technology (e.g., speech to text software, etc.)
Allow the student to use cursive or manuscript, whichever is most legible and efficient
Allow the student to use graph paper for math, or to turn lined paper sideways, to help with lining up columns of numbers
Offer an alternative to a written project such as an oral report, dramatic presentation, or visual media project
For more information about accommodations, see At a Glance: Classroom Accommodations for Dysgraphia, available at https://www.understood.org/en/school-learning/partnering-with-childs-school/instructional-strategies/at-a-glance-classroom-accommodations-for-dysgraphia
There are many technology resources to assist a student with dysgraphia. The Technology Integration for Students with Dyslexia online tool (TEC §38.0031) is a resource developed to support school districts and charter schools in making instructional decisions regarding technology that benefit students with dyslexia and related disorders. For more information and to view this source, visit Dyslexia and Related Disorders | Texas Education Agency.