Accommodations & Modifications

In primarily classes provide multimodal, structured literacy to all children. This will help dyslexic children master written language, but it is best practise for all children (see structured literacy section for more resources).

For read aloud novels, provide the book in audio format to the child prior to introduction to the class.

Provide books on tape, CDs, or on an electronic reader or textbook that a child can listen to especially for content areas. 

Scan all text into a child's computer or provide a "dyslexia e-reader".

Create opportunities for oral reading on a one-on-one basis and only ask the student to read aloud in class if he feels comfortable doing so and ONLY if volunteers to read.

Provide outlines, summaries of chapters, vocabulary words and preview questions ahead of classroom introduction.

Allow students to use a highlighter to mark important parts of the text. Or highlight important text for the student. 

Used shared reading or reading buddies, if child is comfortable doing so.

Allow the student to discuss, one-on-one, the material after reading with a classroom aide, a partner student or the teacher; ensuring the student is empowered in who they choose to work with.

Provide a set of books/textbooks for the student to keep at home

Use a tape recorder. Directions, stories, and specific lessons can be recorded on tape in real time. The student can replay the tape to clarify understanding of directions or concepts.

If a student is comfortable reading an educator can clarify or simplify written directions. Some directions are written in paragraph form and contain many units of information. These can be overwhelming to some students. The teacher can help by underlining or highlighting the significant parts of the directions. 

Block out extraneous stimuli. If a student is easily distracted by visual stimuli on a full worksheet or page, a blank sheet of paper can be used to cover sections of the page not being worked on at the time. Also, line markers can be used to aid reading, and windows can be used to display individual math problems.

Verbalize written math problems for students. 

If a student choses to read be flexible with the reading material  they chose. Have on hand “hi-lo” books (books with high-interest topics for students reading below grade level).

Provide additional practice activities including games, self correcting materials and computer software. 

Allow the student to take tests orally

Allow for extra time

Reduce the test or assignment length. 

Review directions to test orally

Provide alternatives to testing, such as projects, oral or video presentations

Read test questions to the student and write down answers as the student speaks the answer

Allow tests to be taken outside of the classroom, in a quiet area with minimal distractions

Have students state answers into a tape recorder

Use assignment substitutions or adjustments. Students can be allowed to complete projects instead of oral reports or vice versa. Also, tests can be given in oral or written format. For example, if a student has a writing problem, the teacher can allow her or him to outline information and give an oral presentation instead of writing a paper.

Grade the student on the content that needs to be mastered, not on things like spelling or reading fluency.

Provide sentence starters that show how to begin a written response.

Ensure students have access to assistive technology including calculators. 

Allow use of instructional aids. Students can be provided with letter and number strips to help them write correctly. Number lines, counters, and calculators help students compute once they understand the mathematical operations.

Display work samples. Samples of completed assignments can be displayed to help students realize expectations and plan accordingly.

Clarify or simplify written instruction, verbalize when necessary. 

Check in with students to monitor understanding.

Reduce the amount of work when it appears redundant. For example only having students complete odd or even questions. 

Allow for extensions. 

Provide ample practise opportunities. 

Reduce homework, especially assignments requiring reading

Allow the student to dictate answers to homework to a parent, sibling or tutor

Allow written homework utilizing voice to text. 

Ensure homework is accessible to the student verbally e.g. dyslexia reader, via scanning and google docs.

Use worksheets with minimal writing

Limit time spent on homework, ensure homework expectations are reasonable and necessary for cognitive absorption. 

Allow students to utilize audiobooks, comic books, or any other means of written language for assignments. 

Do not take off points for homework handed in late

Pre-scan new concepts and vocabulary into assistive technology, or ensure student is introduced to the new concepts prior to introduction to the class. 

Provide the student with typed notes or an outline of the lesson to help with taking notes.

Provide advance organizers to help the student follow along during a lesson.

Provide a glossary of content-related terms.

Use visual or audio support to help the student understand written materials in the lecture.

Use balanced presentations and activities. An effort should be made to balance oral presentations with visual information and participatory activities. Also, there should be a balance between large group, small group, and individual activities.

Use mnemonic instruction. Mnemonic devices can be used to help students remember key information or steps in a learning strategy. (An example of mnemonic instruction is using the word HOMES to remember the names of the Great Lakes. H is for Lake Huron, O is for Lake Ontario, M is for Lake Michigan, E is for Lake Erie, and S is for Lake Superior.)

Emphasize daily review. Daily review of previous learning or lessons can help students connect new information with prior knowledge.

Check in often.

Don’t take off points for spelling errors on written work, no matter the subject area. Do not take off points for transversing numbers in math. 

Provide speech-to-text software.

Allow the student to dictate work to a parent or aide, or another student they feel comfortable with aka "a scribe"

Provide a copy of lecture notes. The teacher can give a copy of lecture notes to students who have difficulty taking notes during presentations.

Provide students with a graphic organizer. An outline, chart, or blank web can be given to students to fill in during presentations. This helps students listen for key information and see the relationships among concepts and related information.

Offer alternative projects instead of written reports.

Photocopy another child’s notes or designate a note-taker who will share notes at the end of class

Minimize the amount of copying from the board

Allow the student to use a keyboard to take notes

Change response mode. Let student respond to questions orally rather than writing each answer. For students who have difficulty with fine motor responses (such as handwriting), the response mode can be changed to underlining, selecting from multiple choices, sorting, or marking. Students with fine motor problems can be given extra space for writing answers on worksheets or can be allowed to respond on individual chalkboards.

Reduce written work

Encourage use of assignment books or calendars. Students can use calendars to record assignment due dates, list school related activities, record test dates, and schedule timelines for schoolwork. Students should set aside a special section in an assignment book or calendar for recording homework assignments.If students have difficulty writing notes teachers can do this for them, or employ parents as assistants. Students should also be encouraged to utilize "short hand".

Reduce copying by including information or activities on handouts or worksheets.

Have students turn lined paper vertically for math. Lined paper can be turned vertically to help students keep numbers in appropriate columns while computing math problems.

Allow use of instructional aids. Students can be provided with letter and number strips to help them write correctly. Number lines, counters, and calculators help students compute once they understand the mathematical operations.

Display work samples. Samples of completed assignments can be displayed to help students realize expectations and plan accordingly.

Use peer-mediated learning. The teacher can pair peers of different ability levels to review their notes, study for a test, read aloud to each other, write stories, or conduct laboratory experiments. Also, a partner can read math problems for students with reading problems to solve. Ensure this is done in a sensitive manner, that the dyslexic student is comfortable with this peer mediated learning. 

Encourage note sharing. A student can use carbon paper or a notebook computer to take notes and then share them with absentees and students with learning problems. This helps students who have difficulty taking notes to concentrate on the presentation. Ensure this is done in a sensitive manner. 

​Use flexible work times. Students who work slowly can be given additional time to complete written assignments.

Post visual schedules and also read them out loud. Record classroom expectations and send this recording to student prior to presenting to class.

Provide coloured strips or bookmarks to help focus on a line of text when reading.

Write key points or words on the chalkboard. Prior to a presentation, the teacher can write new vocabulary words and key points on the chalkboard or overhead.

Write schedules on board. Write classroom rules on board. Write homework assignments on the board in the morning and leave up throughout the day. Have written accessible to students in oral means via google docs etc.

Have the student sit near the teacher

Use color-coding to organize desk, classroom and student’s books

Use multi-sensory activities to further understanding of topics

Utilize games, computers, and hands on teaching aids. 

Create private signals for a student to indicate high frustration or for the teacher to bring a child back on track

Increase communication with parents, using daily or weekly emails or phone calls and increase meetings with parents

Assign classroom jobs that will help to increase self-esteem

Work with the student to create achievable goals

Simultaneously combine verbal and visual information. Verbal information can be provided with visual displays (e.g., on an overhead or handout).

Check in on student routinely. 

Give step-by-step directions and read written instructions out loud.

Make instructions accessible in an oral format.

Simplify directions using key words for the most important ideas.

Highlight key words and ideas on worksheets for the student to read first.

Check in frequently to make sure the student understands and can repeat the directions.

Show examples of correct and completed work to serve as a model.

Provide a rubric that describes the elements of a successful assignment.

Help the student break assignments into smaller steps.

Give self-monitoring checklists.

Arrange worksheet problems from easiest to hardest.