Dysgraphia - - typing accommodation

[Anonymous]

8th grader has dysgraphia (new dx this year, has a 504). Has an accommodation for typing "short answers and longer." His ELA teacher has often provided pushback or barriers when DS has asked for digital versions of documents, stating "this is no really a short answer."

An example of what she questioned; 1 page grid layout with 5-6 questions and responses in next box (eg limited space), each requiring a few sentences AND "cite evidence." His dysgraphia is both the mechanics (writing of a 4th grader) AND being able to express thoughts fully and clearly. In 6th/7th grade most of these were typed by everyone (or at least the option was there). I also have no idea how the other classes are being handled.

She has "made an exception."

We can bear the rest of this year but I'm wondering if we need to get more granular with word count or something else (for future teachers)? This is the most writing intensive class but other teachers have been accommodating and or sensitive (my sense from DC is that she seems annoyed by his requests).

As an aside, she does not seem to be the most LD friendly of teachers; I overheard another parent saying how the teacher put their dyslexic kid on the spot to read aloud.

[Anonymous]

Anonymous wrote:8th grader has dysgraphia (new dx this year, has a 504). Has an accommodation for typing "short answers and longer." His ELA teacher has often provided pushback or barriers when DS has asked for digital versions of documents, stating "this is no really a short answer."

An example of what she questioned; 1 page grid layout with 5-6 questions and responses in next box (eg limited space), each requiring a few sentences AND "cite evidence." His dysgraphia is both the mechanics (writing of a 4th grader) AND being able to express thoughts fully and clearly. In 6th/7th grade most of these were typed by everyone (or at least the option was there). I also have no idea how the other classes are being handled.

She has "made an exception."

We can bear the rest of this year but I'm wondering if we need to get more granular with word count or something else (for future teachers)? This is the most writing intensive class but other teachers have been accommodating and or sensitive (my sense from DC is that she seems annoyed by his requests).

As an aside, she does not seem to be the most LD friendly of teachers; I overheard another parent saying how the teacher put their dyslexic kid on the spot to read aloud.

Every year there was a teacher who refused to implement an accommodation. You have to write a short polite factual email relaying the failure to accommodate and attaching the accommodation plan. For a first incident, I say I’m sure it was an oversight, but I look forward to correction and future cooperation.

Unfortunately, teachers like this sometimes deliberately and repeatedly discriminate. YOu gotta nip it in the bud. Second incident or continued refusal gets second email with incident details written to school principal with copy to teacher and first incident email attached. I usually ask the principal to “provide any necessary support and education to the teacher in order to bring the school back into compliance with its legal obligation to follow accommodations plan.” And say, “I look forward to resolving this without having to resort to due process.” third incident gets email to Superintendant or Associate Super for special ed.

This isn’t about how “LD friendly” a teacher is. Access to a free and appropriate public education and to disability accommodations are federal civil rights. Compliance with an IEP or 504 plan is a legal obligation. Failure to comply can create financial liabilities for the teacher and school system.

[Anonymous]

Agree that every year there’s at least one teacher that refuses to follow. Dad also has similar dx, and in 6th grade, English teacher said she requires everyone to hand write everything. No. We literally just showed you the 504 that provides for typing.