Listed below are possible accommodations for the §504, or Admission, Review, Dismissal (ARD) Committee of Knowledgeable Persons to consider for a student with dyslexia from the TEA web site. This is not an exclusive list.  When looking at accommodations for students, we do not want to give them extra help that they do not truly need, but we do want to give them support that will help them to be successful in their learning.
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; keeping concepts that have been taught
Accept work dictated by student to a parent/tutor
Limit amount of time to spend on homework; have parents verify time spent on assignments

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