Puzzled over spelling accommodation

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I’ve never heard of anyone allowed to skip spelling.

There's a difference between skipping spelling -- as in the part of the curriculum dedicated to teaching students how to spell -- and a student not losing points for misspelling when spelling isn't the point of the assignment. Another possible accommodation is being allowed to use spell check (and provided extra time with which to do so).

Spell check does not help all issues. Literally today a dyslexic texted me "Which interest?" Instead of "Which entrance?" Honestly, I'd fight for this kid to have an IEP. 9th percentile needs way more help.

If that’s your child I hope you corrected them. They won’t learn by skipping the correct answer.

It wasn't my child and they actually corrected themselves this time, but they don't always. The point is dyslexics do not process language the same way as other people which leads to all kinds of issues that non-dyslexics seem to misunderstand quite often.

It's not that the right answer/wording/whatever isn't theoretically important, it's that it's a ton more effort for them. Even with effort, they don't always get it right, and those struggles shouldn't be preventing them from accessing the regular curriculum content in civics, science, etc.

There's a time and a place to focus on grammar and spelling, but that time and place shouldn't be civics class for a dyslexic who is spelling at 9th percentile. They should be learning branches of government in civics like everyone else.

[Anonymous]

DS (10th grade) has both dyslexia and dysgraphia. He's not penalized for grammar or spelling and is allowed to use Grammarly for all work. He was actually encouraged by the learning specialists to use it as often as possible.

He is also taking ASL (sign language) from a local community college in place of a language. A lot of the dyslexic kids at his school do this.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I’ve never heard of anyone allowed to skip spelling.

There's a difference between skipping spelling -- as in the part of the curriculum dedicated to teaching students how to spell -- and a student not losing points for misspelling when spelling isn't the point of the assignment. Another possible accommodation is being allowed to use spell check (and provided extra time with which to do so).

Spell check does not help all issues. Literally today a dyslexic texted me "Which interest?" Instead of "Which entrance?" Honestly, I'd fight for this kid to have an IEP. 9th percentile needs way more help.

If that’s your child I hope you corrected them. They won’t learn by skipping the correct answer.

It wasn't my child and they actually corrected themselves this time, but they don't always. The point is dyslexics do not process language the same way as other people which leads to all kinds of issues that non-dyslexics seem to misunderstand quite often.

It's not that the right answer/wording/whatever isn't theoretically important, it's that it's a ton more effort for them. Even with effort, they don't always get it right, and those struggles shouldn't be preventing them from accessing the regular curriculum content in civics, science, etc.

There's a time and a place to focus on grammar and spelling, but that time and place shouldn't be civics class for a dyslexic who is spelling at 9th percentile. They should be learning branches of government in civics like everyone else.

To add, the point of the accommodation of not counting spelling isn't to ignore spelling per se, it's to all the focus to be on civics or science content.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I’ve never heard of anyone allowed to skip spelling.

There's a difference between skipping spelling -- as in the part of the curriculum dedicated to teaching students how to spell -- and a student not losing points for misspelling when spelling isn't the point of the assignment. Another possible accommodation is being allowed to use spell check (and provided extra time with which to do so).

Spell check does not help all issues. Literally today a dyslexic texted me "Which interest?" Instead of "Which entrance?" Honestly, I'd fight for this kid to have an IEP. 9th percentile needs way more help.

If that’s your child I hope you corrected them. They won’t learn by skipping the correct answer.

It wasn't my child and they actually corrected themselves this time, but they don't always. The point is dyslexics do not process language the same way as other people which leads to all kinds of issues that non-dyslexics seem to misunderstand quite often.

It's not that the right answer/wording/whatever isn't theoretically important, it's that it's a ton more effort for them. Even with effort, they don't always get it right, and those struggles shouldn't be preventing them from accessing the regular curriculum content in civics, science, etc.

There's a time and a place to focus on grammar and spelling, but that time and place shouldn't be civics class for a dyslexic who is spelling at 9th percentile. They should be learning branches of government in civics like everyone else.

To add, the point of the accommodation of not counting spelling isn't to ignore spelling per se, it's to all the focus to be on civics or science content.

^allow, not all

[Anonymous]

My DC with dysgraphia and dyslexia had a “spelling doesn’t count unless it is spelling” accommodation. Teachers nor the IEP team never gave pushback for it.

[Anonymous]

Ages ago, in the 1980's, my accommodation for dyslexia and dysgraphia and auditory processing issues was to not be penalized for spelling on in class exams and assignments, because there was not time to use a dictionary, but all homework and long-term assignments could grade on spelling. The accommodation was for timed assignments were there was not enough time to use a dictionary.

I know this is from ages ago but maybe differentiating between in-class work and hoemwork might help?

[Anonymous]

Yeah this is a really poorly thought through ask. If her spelling and grammar are that poor she needs and IEP with the goal to teach those skills. Do you intend for her to just never learn to spell or write?

[Anonymous]

Anonymous wrote:You shouldn't get every accomodation you ask for. Can my kid get accomodation for math mistakes?

+1. At a certain point people will start using IEPs and 504e to demand As. My kid’s grades are significantly below where they would be but for his disabilities but I don’t demand that he be exempt from all academic expectations.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I’ve never heard of anyone allowed to skip spelling.

There's a difference between skipping spelling -- as in the part of the curriculum dedicated to teaching students how to spell -- and a student not losing points for misspelling when spelling isn't the point of the assignment. Another possible accommodation is being allowed to use spell check (and provided extra time with which to do so).

Spell check does not help all issues. Literally today a dyslexic texted me "Which interest?" Instead of "Which entrance?" Honestly, I'd fight for this kid to have an IEP. 9th percentile needs way more help.

If that’s your child I hope you corrected them. They won’t learn by skipping the correct answer.

It wasn't my child and they actually corrected themselves this time, but they don't always. The point is dyslexics do not process language the same way as other people which leads to all kinds of issues that non-dyslexics seem to misunderstand quite often.

It's not that the right answer/wording/whatever isn't theoretically important, it's that it's a ton more effort for them. Even with effort, they don't always get it right, and those struggles shouldn't be preventing them from accessing the regular curriculum content in civics, science, etc.

There's a time and a place to focus on grammar and spelling, but that time and place shouldn't be civics class for a dyslexic who is spelling at 9th percentile. They should be learning branches of government in civics like everyone else.

There’s a HUGE difference between access to the curriculum and frankly unfair grading standards. A reasonable accommodation would be a dictionary, extra time, maybe time to correct drafts. But being allowed to just never use correct spelling or grammar is not an accomodation.

[Anonymous]

I'm surprised all the pushback you're getting. I have 1 or 2 kids a year on my rosters with this accommodation.

I've never given it a second thought (I teach a minimal writing course), but also never grade any of their peers for spelling or grammar either. If I can't parse out what they wrote (some kids' spelling and grammar is atrocious), I'll ask them to read it back to me and write

[Anonymous]

Op here… for those pushing back on why we are asking for this accommodation here is what the psychologist explained in her report:

DD’s “spelling and contextual conventions is well below the average range. She meets the criteria for a Specific Learning Disorder with writing with spelling accuracy and grammar accuracy. Since she cannot spell words that she can use conventionally this disrupts her flow of ideas.”

The recommendation states: “Do not penalize for spelling or grammar mistakes. Instead grade her assignments based on content and ideas.”

So the academic expectations are still appropriately there… I never said we were expecting that to be overlooked.

I very much want her to have those expectations… but she has a significant disability in that area.

She does not have an IEP because the school recommended we do a 504 first to get her accommodations asap vs having to wait the 60 days for school led testing for the IEP. We agreed to revisit in 6 months to discuss the IEP which she will likely need but this got her the accommodations right away.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I’ve never heard of anyone allowed to skip spelling.

There's a difference between skipping spelling -- as in the part of the curriculum dedicated to teaching students how to spell -- and a student not losing points for misspelling when spelling isn't the point of the assignment. Another possible accommodation is being allowed to use spell check (and provided extra time with which to do so).

Spell check does not help all issues. Literally today a dyslexic texted me "Which interest?" Instead of "Which entrance?" Honestly, I'd fight for this kid to have an IEP. 9th percentile needs way more help.

If that’s your child I hope you corrected them. They won’t learn by skipping the correct answer.

It wasn't my child and they actually corrected themselves this time, but they don't always. The point is dyslexics do not process language the same way as other people which leads to all kinds of issues that non-dyslexics seem to misunderstand quite often.

It's not that the right answer/wording/whatever isn't theoretically important, it's that it's a ton more effort for them. Even with effort, they don't always get it right, and those struggles shouldn't be preventing them from accessing the regular curriculum content in civics, science, etc.

There's a time and a place to focus on grammar and spelling, but that time and place shouldn't be civics class for a dyslexic who is spelling at 9th percentile. They should be learning branches of government in civics like everyone else.

There’s a HUGE difference between access to the curriculum and frankly unfair grading standards. A reasonable accommodation would be a dictionary, extra time, maybe time to correct drafts. But being allowed to just never use correct spelling or grammar is not an accomodation.

I really don't think you understand dyslexia. Look at what OP quoted from the psychologist about ideas. Having to spend so much effort on spelling does prevent her from accessing the curriculum.

*By effort, I don't mean motivation or study habits. I mean the internal processing in her brain that non-dyslexics don't even know they are doing that takes her much longer if it even happens at all. Dyslexics often don't see plurals or see words as a whole instead of automatically processing the graphemes and phonemes. Poor spelling is a hallmark of dyslexia.

If she writes confess instead of Congress or uses the wrong tense or subject/verb agreement but can tell you what the branches of government do, that's the goal for civics class. Then you address the spelling and grammar with interventions elsewhere.

And there needs to be way less judgment on dyslexics.

[Anonymous]

Not taking points off for spelling and grammar when spelling and grammar are not the point of the assignment is a standard accommodation. My dyslexic child had it all through k-12, and many of my students have the accommodation (I am a CALT).

If the assignment can be done on a computer it is reasonable to expect the child to use the technology available to them. It doesn’t take extra time or effort to use Grammarly or the spell check built into Google docs. Slowing down to get the word right is important for people with dyslexia. But there will still be mistakes, and those can be marked but not penalized.

I am dyslexic too and finally learned to spell in my late 20’s through the hundreds of repetitions and immediate correction I got from spell check when I started a computer based job. There is no evidence for this that I know of, but given my experience I believe typing with immediate flag of misspelling is not just an accommodation but a slow burn intervention, as well.

[Anonymous]

Anonymous wrote:I'm surprised all the pushback you're getting. I have 1 or 2 kids a year on my rosters with this accommodation.

I've never given it a second thought (I teach a minimal writing course), but also never grade any of their peers for spelling or grammar either. If I can't parse out what they wrote (some kids' spelling and grammar is atrocious), I'll ask them to read it back to me and write

I don’t think that gives much comfort! When does anyone in your class learn grammar and spelling?

[Anonymous]

Anonymous wrote:Not taking points off for spelling and grammar when spelling and grammar are not the point of the assignment is a standard accommodation. My dyslexic child had it all through k-12, and many of my students have the accommodation (I am a CALT).

If the assignment can be done on a computer it is reasonable to expect the child to use the technology available to them. It doesn’t take extra time or effort to use Grammarly or the spell check built into Google docs. Slowing down to get the word right is important for people with dyslexia. But there will still be mistakes, and those can be marked but not penalized.

I am dyslexic too and finally learned to spell in my late 20’s through the hundreds of repetitions and immediate correction I got from spell check when I started a computer based job. There is no evidence for this that I know of, but given my experience I believe typing with immediate flag of misspelling is not just an accommodation but a slow burn intervention, as well.

Exempting kids from getting feedback on spelling and grammar hurts their ability to learn.