Fair isn't everyone getting the same thing. Fair is everyone getting what they need in order to be successful!This list is by no means exhaustive, but it gives you an idea of the types of accommodations that are appropriate for a student with dyslexia.  I can help you create a customized list for your student based on his or her individual challenges.

If the classroom teacher or administrator is reluctant to implement accommodations, ask for  5 or 6 to be provided for 60 days to see if it allows your student to show what he or she knows.

And in case you think (or someone you’ve talked to has suggested)  that maybe accommodations are “cheating,” just imagine  asking a child who  walks with difficulty to never use a wheelchair, or a child whose sight is not perfect to read without glasses.  Accommodations just make the playing field at school (and life) level, so everyone has the same chance to succeed and excel.


  • Listen to audio recordings of texts
  • Use Ted Talks, educational TV programs and such as sources for reports
  • Hear instructions orally
  • Never force to read out loud in class


  • 10 words at most
  • Best if the words are frequently occurring sight words, or drawn from Orton Gillingham tutoring lessons
  • Don’t grade spelling on work written in class
  • Allow word processed written work with spell checker and homonym checker (a person who looks for homonym errors that spell checker won’t pick up)
  • Allow use of electronic dictionary or spell checker in lieu of traditional dictionary


  • Use Live Scribe Smart Pen to take notes and record lectures
  • Have a designated note-taking partner (can use carbonless notebook paper)
  • Be given outline of lecture from teacher to take notes on
  • No copying from the board or books
  • Give responses in oral form (have a designated scribe)
  • Give visual presentations in lieu of written reports
  • Word-process written work (Be given a designated “homonym checker”)


  • Do shortened version of homework (do enough problems to demonstrate understanding)
  • Break longer assignments into two or three shorter sessions, broken up by physical activity
  • Use calculator for computation
  • No copying of problems or answers