Often students with dyslexia also have "co-morbid" challenges, especially ADHD or ADD which will add to these students' challenges and often leave them with negative self-concept and low self-confidence.
Be sure to have some of these accommodations, either formally (in the IEP) or informally, as part of your classroom routines, to support both student success and student self-esteem.
I suspected a test would reveal that he was dyslexic. Unfortunately, his father would have nothing to do with outside testing, so my brilliant student received low Bs in my class and never got the help he needed to express what he knew. If asked, I would have responded that I needed more specific information about the student before I could know best how to support him.
To many readers, I am sure that response sounds legitimate and reasonable.
Videotaped lectures and textbooks could serve their needs.
What makes teachers true educators is their acknowledgment, appreciation, and respect of students' differences.
Use this list as a guideline to help you think about what needs the student, or students, in your classroom have.
I have two students that need accommodations for ADHD.I am often haunted by memories of a particular former eighth-grade history student whose contributions to our discussions put him at the top of the class, but his written answers on tests and essays were always weak and minimalist and put him only in the high C range.At the time, I thought it was sufficient to label this descrepancy and recommend that he get a formal evaluation.These guidelines advocate for all students who struggle with dyslexia and treat them with empathy, respect, and understanding. The classroom accommodations take into account that students with dyslexia also have strengths—some experts even suggest dyslexics are gifted and have special talents—such as thinking outside of the box and being creative, artistic, and athletic. Position paper submitted June 20, 2015 to Ohio State Legislature entitled Research report in support of OH 146.