Dyslexia

Struggles:

Sensory overload/sensory sensitivity

Joint attention

Disengagement (usually from special interests)

Why it is a challenge:

Teachers always expect students to be motivated to pay attention in class because of the same usual rewards; good grades, cheesy stickers, and praise. While this may be the case for most neurotypical people, others who are neurodivergent aren’t typically motivated in the same way, and often struggle with paying attention in school environments.

Accommodations that can help:

• Improved signal-to-noise ratio (ratio between desired signal and background noise); quieter environments with little to no background noise

How this could help:

• Feel less overstimulated and overwhelmed (sensory overload)
• Reduces joint attention (having to pay attention to multiple things at once)
• Helps reduce distractions and disengagement

Adjusting length of testing session (maybe break down the testing session into shorter chunks with breaks in between and providing extra time as needed)

How this could help:

• Reduce the need to concentrate for long periods of time
• Breaks allow time to decompress during such a high-stress time

Struggles:

Confusing similar words, using phonics, reading multi-syllable words

Slow reading rate and/or difficulty adjusting speed to the nature of the reading task

Difficulty with comprehension and retention of material that is read, but not with material presented orally

Why this is a challenge:

Reading is often an expected universal skill, but for many neurodiverse students, reading is a complex and exhausting task. Neurodiverse students may struggle with decoding words and staying focused, which makes it harder to keep up with regular courses.

Accommodations that can help:

• Provide additional reading time

How this could help:

• Allows reading at individual pace
• Better comprehension of material
• Less text on assignments

How this could help:

• Clearer formatting
• Feels more manageable
• Reduce stress
• Improve comprehension
• Shorten amount of required reading

How this could help:

• Focus on important content
• Less anxiety
• Avoid oral reading

How this could help:

• Lessen anxiety
• Focus on understanding, rather than reading aloud
• Increase comfortability to participate
• Use recorded texts/reading assignments

How this could help:

• Helps students follow along better and easier
• Helps students stay focused and engaged
• Allows students to go at their own pace and take their time
• Read tests and directions to student

How this could help:

• Better processing of instructions
• Focus on knowledge rather than reading questions
• Increase time for answer questions

Struggles:

controlling hand movements for writing:

difficulty focusing and maintaining attention while writing:

keeping up with your thoughts as you write:

Why it is a challenge:

Writing and handwriting is a mix of skills including fine motor skills, hand-eye coordination, executive function, and attention/focus which can be extremely challenging. Some neurodiverse students struggle with physical control while writing and others can’t write their ideas down fast enough. Teachers often interpret messy handwriting or unfinished writing as laziness when in reality the limitations for everyone's skills are different.

Accommodations that can help:

• Accept alternatives to written reports (oral, video recorded, display, projects)

How this could help:

• Students are more interested and have more flexibility
• Students are able to learn through what best matches them
• Allows students to leverage their strengths
• Providing notes/outlines to students and aiding in brainstorming/outlining:

How this could help:

• Students won’t have to write as much
• Makes the work feel less burdensome and straightforward
• Helps students stay focused without getting too overwhelmed
• Allowing keyboards and touchscreens, speech-to-text technology, and other apps and software:

How this could help:

• Reduces the need to focus on handwriting
• Enables students to concentrate more on ideas and structure
• Allows students to keep pace with their thinking through typing
• Provide specialized software for word processing (e.g. enhanced spell checking, etc.):

How this could help:

• Helps highlight and correct errors to produce clearer and more accurate writing
• Allows students to focus on expression of ideas rather than worrying about spelling
• Builds independence of ability while providing aid
• Grips and other writing aids:

How this could help:

• Makes pencils or pens more comfortable to hold and easier to move on the page
• Improve pencil control, leading to more consistent writing
• Reduce hand fatigue and/or discomfort
• Time extension:

How this could help:

• Reduces time-related stress and anxiety
• Improves the accuracy and quality of work
• Improves focus and independent pacing ability

Why this happens:

This involves concrete vs. abstract thinking patterns. Autism often involves strength in concrete, literal thinking but challenges with abstract concepts, metaphors, and implied meanings.

Accommodations that can help:

• Concrete examples: Using specific, tangible examples to explain concepts
• Visual supports: Diagrams, charts, and graphic organizers
• Step-by-step instructions: Breaking complex tasks into clear steps
• Explicit instruction: Directly teaching implied or assumed knowledge

Why this happens:

This relates to focused interests and attention patterns. Autism often involves deep, intense interests in specific topics that can be both a strength and a challenge in educational settings.

Accommodations that can help:

• Incorporating special interests: Using interests to motivate learning
• Scheduled interest time: Designated periods for pursuing special interests
• Connection to curriculum: Linking learning goals to areas of interest
• Gradual transition techniques: Structured ways to shift attention