Learners with dyslexia may need assignments and assessments read to them, provided on a computer or through an audio recording as well as extended time on tasks. These accommodations allow learners to show their understanding without being affected by understanding what the question or task is asking the learner to do.

 

Learners with dysgraphia may need accommodations in the way they respond to assignments or assessments whether it be through a scribe, talk to text, or orally. Learners with dysgraphia may also need extended time to finish tasks. These accommodations allow learners to again show their understanding without having the additional task of writing or spelling correctly.

 

Lastly, learners with dyscalculia can use assistive technologies such as calculators or chromebooks to aid in calculations as necessary. These accommodations allow learners to continue problem solving without getting stuck because they don’t know their math facts. There are a variety of accommodations and instructional approaches that can be used to support learners with learning disabilities whether or not they fit into the three categories.

 

There are many general accommodations used for learners with learning disabilities however, there is no one size fits all as each learner is different and requires different accommodations. The general accommodations that are more commonly used are changes to the setting of learning, the way in which material is presented (direct instruction, small group or one on one instruction), the way in which learners respond (written, orally or through a scribe) and time needed for assignments and assessments. The setting in which learners are exposed to new skills can change based on their needs. Learners may need preferential seating, smaller class sizes to limit distractions, or small group instruction to receive necessary supports. This also applies to the type of instruction provided. Learners may need explicit instruction, small group instruction (often used as tier two part of RtI), or one on one instruction (often used as tier three of RtI). If direct instruction or whole group instruction is not supporting a learners needs, small group instruction can be used to provide different instructional methods as the first method used was not successful.

 

Another accommodation that is often used is direct instruction. Through the use of “I do, we do, you do” also known as modeling, guided instruction and individual practice, teachers can support learners that are LD. This is a very systemic approach in which learners can interact with the new skill in a predictable manner and can see the skill being used multiple times before being expected to do this on their own.