Accommodations checklist for dyslexia: ready to fill in and print
The support plan is written by the school: an IEP or 504 plan in the United States, a SEN support plan (or an EHC plan) in England. But a good plan almost always starts with a family that comes to the meeting knowing what to ask for. This checklist is for exactly that: tick the accommodations your child needs, print the sheet and bring it to the meeting.
It also works for college and university, where the request goes to the disability services office. It is free, no sign-up is needed and what you write stays on your computer: nothing is sent to anyone.
How to use it, in 4 steps
- Choose “School” or “University”: the items change (at university there is no copying from the board, for instance) and so do the signatures at the bottom.
- Write the name, grade or year, and the diagnosis or need as they appear in the evaluation report. The subjects where it matters most are optional, but they help the team.
- Tick only what is really needed. The first items are already ticked because they are the most common: untick those that do not apply. Under some items you will find the Verba Manent feature that does that job, if you are interested.
- Print it or save it as PDF (with “Print or save as PDF” choose “Save as PDF” as the printer), or download it in Word to edit it further.
The checklist remembers what you wrote even if you close the page, but only on this device. To start from scratch, tap “Start again”.
What each item means
Assistive technology and tools
They replace or ease what dyslexia makes difficult.
| Item | What it is for |
|---|---|
| Text-to-speech | Turns reading into listening: books, notes, test instructions |
| Recording lessons | Lets the student listen without writing everything down, and listen again at home |
| Concept maps and formula sheets | Help retrieve key words, dates and formulas, also in tests, if the teacher agrees |
| Word processor with spell checker | Replaces handwriting and flags spelling mistakes |
| Speech-to-text dictation | Writing by speaking: homework, summaries, open answers |
| Calculator, multiplication tables | Compensate for mental arithmetic and memorising facts |
| Digital textbooks and audiobooks | The textbook in a format text-to-speech can read |
| Highly legible font | Larger, more spaced text on a tinted background: less effort to read |
| Computer or tablet | To use the tools above in class and in tests |
Adjustments to tasks
They remove or adapt a task that is very hard because of dyslexia and does not improve learning: reading aloud in front of the class, copying from the board, learning lists by heart, joined-up handwriting, taking notes from fast dictation, several tests on the same day, long homework.
Tests and exams
They state how tests are done and what is assessed: extended time (in the US often 50%, in the UK often 25%) or fewer questions, tests announced in advance, instructions read aloud, answers given orally or dictated, a separate quiet room. And above all: assess the content, not spelling and handwriting, outside the subjects where spelling is what is being tested.
In England, exam access arrangements follow the JCQ rules and are requested by the school; they are granted more easily when the student already uses them in class and in school tests.
To find out more: Assistive technology and accommodations for dyslexia.
At the meeting with the school
- Bring the printed sheet and the evaluation report. The sheet does not replace the plan: it is your proposal, to be discussed.
- Ask for accommodations to be specific: which subjects, which moments (lessons, homework, tests), how much extra time.
- Ask how tests will be done in practice: who reads the instructions, whether a computer is allowed, where the student sits.
- Ask for a review date during the year.
- Keep a copy of the signed plan.
All the steps, from the first evaluation to exams, are in the guide for parents. If you want the teachers to read it, there is also the guide for teachers.
At college and university
At college or university the sheet goes to the disability services office, together with your documentation. In the US the IEP does not carry over: you ask for accommodations under the ADA and Section 504. In the UK you can also apply for the Disabled Students’ Allowance. Everything is in the guide Dyslexia at college and university.
Frequently asked questions
Does the sheet have legal value? No. It is a proposal from the family (or the student). The official document is the plan written by the school, or the decision of the university.
Can I edit it after downloading? Yes: download it in Word and change it as you like.
Where does the data I type go? Nowhere. The checklist runs entirely in your browser: nothing is sent to Verba Manent or anyone else. It is saved only on this device, until you tap “Start again” or clear your browser data.
Is it suitable for elementary or primary school too? Yes. Tick only the items suitable for the child’s age.
Sources
- U.S. Department of Education, Individuals with Disabilities Education Act (IDEA): the IEP (34 CFR §300.320). sites.ed.gov/idea
- U.S. Department of Education, Office for Civil Rights, Protecting Students with Disabilities (Section 504). ed.gov
- Department for Education, SEND Code of Practice: 0 to 25 years (2015), chapter 6 (SEN support). gov.uk
- JCQ, Access Arrangements and Reasonable Adjustments (updated every year). jcq.org.uk
- The items in the checklist are common examples from school practice: for each student, the evaluation and the official plan apply.
Verba Manent puts every assistive tool in one place
The tools in order: in class, after the lecture, for the test, for your teacher.
The lecturer's real voice with the words lighting up.
An A4 sheet with key words and formulas, with name and class.
The sheet for your school plan or university.
