Dysgraphia Accommodations
Does your child or yourself struggle with writing?


Here are some potential accommodations for grades k-2nd

  • Sentence starters

  • Trying different pencil grips

  • Trying different writing utensils

  • Use lined paper with raised lines

  • Graphic organizer

  • Increased time for test

  • Preferential seating

  • Break writing task into smaller steps

  • Word prediction software for writing

  • Roll picture dice to help brainstorm ideas.

  • Alternatives to essay questions when younger (may continue longer)

  • Learn cursive

  • Wide ruled and highlighted paper

  • Modified spelling test

  • Provide extra test-taking time

  • Someone scribing for the student

  • Never have points taken away for spelling errors

  • Try different writing utensils and sizes

  • Used lined or graph paper for math

  • Speech to Text

  • Skip lines when writing

  • Filling out answers directly on test and not on the scantron

  • Slant board

  • No time limit on test, and test can be taken in a quiet space

  • Use a paperclip to help with spacing between words

  • Complete test verbally instead

  • Alternatives to writing assignments like drawings, videos, etc

  • Palm weights for proprioceptive input

  • Short stretching breaks for hand fatigue (manipulating pliable items during rest can be beneficial too)

  • Modified homework including less writing

  • Math reference sheets with basic math equations

  • Word bank dictionary

  • Personal spelling dictionary

  • Fill in the blank sentences

Here are some potential accommodations for grades 3rd-5th

  • Typing, Typing, Typing

  • Word prediction software for writing

  • Take pictures of notes on board

  • Use a PDF editor 

  • Use of calculator

  • Teachers send home completed study guides and vocabulary prior to starting a new unit

  • Access to technology or similar sheet for finding appropriate synonyms to assist with grade-level context

Here are some potential accommodations for grades 6th-8th

  • Either full teacher notes or full teacher outlines

  • May want to upgrade from a word prediction writing program to a more advanced writing program/add-on for writing assistance that has a plagiarism checker.

Here is a potential accommodation for grades 9th-12th

  • Record lectures when necessary


Dysnomia Accommodations
Do you or your child struggle with word retrieval?

  • Sentence starters

  • Word prediction software for writing

  • Graphic organizer

  • Increased time for test

  • Break writing task into smaller steps

  • Complete test verbally instead of written

  • Provide a visual cue sheet with common words that are used for each assignment or lesson plan

  • Provide an everyday cue sheet with common words broken down into different categories. Pictures can be provided too if needed. Below is a list of examples:

       Playground: slide, swings, monkey             bars       

       Household items: fork, spoon, plate

Copy of Sentence starters Word predictio
  • Word bank for Math problems and words

  • Teacher outlines

  • The new vocabulary list is given ahead of time to take home

  • Quiet space for test/assignments

  • Word bank dictionary

  • Ability to use full notes on any class presentation

  • Modifications to class presentations like pre-recorded videos

  • Open book test

  • Modified test with decreased essays

  • Alternatives to writing assignments like drawings, videos, etc

  • Fill in the blank sentences

  • Word bank provided for fill in the blank test and assignments

  • Preferential seating

Accommodations for
Executive Functioning



  • Incorporate a self-monitoring schedule throughout the day to have them reflect on how they are feeling or to check for understanding

  • visual reminder taped inside desk or pencil box for student reminder to check in with teacher if help is needed

  • If a student has several different modes of transportation home you can use a clip on the backpack/binder for the student to remember and eventually self-initiate changing the clips at the start of the school day. 

  • Student can redo homework assignments and test

  • Incorporate a sensory diet schedule with student feedback based on needs throughout the day and classes

  • Outline schedule for the day for the student to check off or follow

  • Student can leave class when overwhelmed or agitated

  • The student completes work in small chunks with the teacher checking for understanding between each section before moving on to the next part of the assignment


Impulse Control

  • Have time set aside to draw or circle how the student is feeling throughout the day (this can also help with incorporating a sensory diet into the student’s schedule when working with an OT)

Emotional Control

  • Quiet area for test-taking

  • Use of quiet fidget or sensory devices

  • If the student has sensory struggles, acceptance to wear pajamas everyday

  • If a student is overwhelmed in a group setting, the ability to complete group projects independently with fewer requirements.

  • Student has preferential seating

Working Memory

  • Take picture of the board instead of writing everything down

  • Scribing for student

  • Modified assignments

  • Grammar and spelling not affect grade, assignment graded on content
  • Provide word banks that relate to assignments

  • Daily Teacher notes provided

  • Ability to use full notes when presenting in class

  • Presenting material to class through other modes of communication like video

  • Word prediction software for writing

  • Roll picture dice to help brainstorm ideas

  • Student will have access to online textbooks for class or actual textbooks

  • Full study notes and vocabulary provided at the start or before each new section

  • Use of audiobooks for grade-level reading if needed

  • Teacher checks in with student after assignment/task is given to ensure understanding (When a student is ready, move on to accommodation below)

  • To continue to increase independence, incorporate graphic check-in for understanding after the assignment is given, student moves paperclip based on need.

Task Initiation

  • Allow student to have a visual of what the end project will look like and all the steps it takes to make the final project

  • Incorporate daily checklist chart

  • The Student can have questions read to them for test

  • The Student can have a scribe for writing assignments over a paragraph

  • Ability to use technology for completing work

  • Longer test-taking time

  • Modified assignments

  • Limit homework

  • Using pictures to break down steps instead of words

  • Sentence starters for writing assignments


  • If a student has to move around to different classrooms all-day use 1 large ring binder for all classes

  • Desk organizers inside desk

  • Removable or permanent desk attachments for organization and quicker ease to get appropriate tools

  • Removable desk attachments may be preferred for writing utensils if there are busy hands in the classroom. So the student can place organizers in desk when not in use

  • Schedule weekly time for desk cleaning and organization

  • Using the calendar on phone or computer to set up alerts for test and assignments, have student work to check the calendar throughout the day

  • Graphic organizers

  • Turning in homework as soon as it is complete by email


Time Management

  • Wear snow boots all day in winter

  • Leaving classroom a couple of minutes early to allow time for dressing and getting backpack ready or transitioning to the next classroom

  • Visual timer for transitions

  • Access to audiobooks for assignments

  • Have student leave the coat in last period class so no need to go back to locker end of the day. (With covid we didn't have access to lockers like in past so this was a good time management skill for older students that transition between classes)

  • Teacher marks due dates on all assignments

  • The teacher will work with the student to set up a calendar with alerts for school reminders like homework, with the student being able to transition to do it independently

  • Limit homework time with parent communicating to the team if homework not completed and student be exempted from the unfinished assignment. 

  • No time limit on tests


  • Have Teacher place arrow sticky notes on an analog clock in class for increased visual cues for class changes or end of day/early dismissal

  • Have visual on the desk for any class changes that may be unique to the student