Navigating College with Dyslexia: A Comprehensive Guide to Accommodations and Success

College presents a unique set of challenges for all students. However, for students with dyslexia, a learning disability affecting reading, writing, spelling, and speaking, these challenges can be amplified. Dyslexia impacts approximately 20% of the population, yet only a fraction of college students with dyslexia, dysgraphia, or dyscalculia disclose their condition, potentially hindering their academic success. This article aims to provide a comprehensive guide to accommodations, strategies, and resources available to college students with dyslexia, enabling them to thrive in their academic pursuits.

Understanding Dyslexia and Its Impact on College Learning

Dyslexia is characterized by difficulties in decoding language, often causing individuals to struggle with reading fluency, spelling, and comprehension. The way dyslexia presents is unique to the individual, but for the most part, it’s a condition in which the brain has trouble putting together the sounds that letters and words make. Signs can include difficulty spelling, slow reading, mispronouncing words, a delay in learning to read, and trouble with understanding text.

The demands of college, which require extensive reading and writing, can be particularly challenging for students with dyslexia. From reading lengthy assignments and novels to taking notes during lectures, students are constantly engaged in tasks that can be difficult. Even with increased study time and diligent attention in class, undiagnosed students may find themselves falling behind, unsure of the reason why.

Rights and Responsibilities of College Students with Dyslexia

Students with learning disabilities are entitled to certain rights designed to create a level playing field. Students should learn about their rights and know how to advocate for themselves. It’s very important to remember that those who have a learning disability have certain rights designed to level the playing field with other students.

Key Rights

Confidentiality: Colleges are not required to reveal a student's disability, protecting their privacy.
Accommodations: Students are entitled to reasonable accommodations to support their learning.
Self-Advocacy: Students have the right to advocate for their needs and ensure accommodations are met.

Responsibilities

Disclosure: Students must self-identify as having a learning disability to receive accommodations.
Documentation: Providing recent documentation of the disability is essential.
Communication: Maintaining open communication with professors and disability services is crucial.

Essential Accommodations for College Students with Dyslexia

Accommodations are adjustments made to allow a student to demonstrate knowledge, skills, and abilities without lowering learning or performance expectations and without changing what is being measured. They provide equal access to the full school experience. These supports are designed to mitigate the challenges posed by dyslexia without altering the core curriculum or academic standards. Here are some of the most effective accommodations:

Read also: Navigating SAT Accommodations

Extended Time

Students who need extra time to complete assignments and take tests need to work with their professors and the Office of Accessibility Services at their college in order to put these accommodations in place. A student with dyslexia needs to take their time when studying, writing papers, completing readings and taking tests.

One of the most common and beneficial accommodations is extended time on tests and assignments. This allows students with dyslexia to process information at their own pace, reducing stress and improving accuracy.

Assistive Technology (AT)

Assistive technology (AT) supports are accommodations that help students with dyslexia access instruction in all content areas. Appropriately chosen AT can support dyslexic students with reading and writing tasks. It is important to note that AT is not an intervention. Students typically do not improve their reading and writing skills simply by using these tools. They still require intervention to build upon their existing skills.

Text-to-Speech Software: This technology converts written text into audio, enabling students to listen to readings instead of struggling to decode them. Some students with dyslexia have found that they can read better if the document has a dark or colored background and a white font, or if they change the font to a style that is easier to read.
Speech-to-Text Software: This allows students to dictate their thoughts and ideas, which are then converted into written text. This can be particularly helpful for students who struggle with writing and spelling.
Grammar and Spelling Check Software: While computers may be used during class time and while working on papers and assignments, allowing students to take advantage of their grammar and spelling check software at the same time, it may be different when taking tests.

Alternative Testing Environments

Some students may benefit from taking tests in a quiet, distraction-free environment. This can help to reduce anxiety and improve focus.

Note-Taking Assistance

Providing students with access to notes from lectures can be incredibly helpful. This can be achieved through a note-taking service or by allowing students to record lectures.

Alternative Formats

Offering reading materials in alternative formats, such as large print or audiobooks, can make them more accessible to students with dyslexia.

Effective Learning Strategies for College Students with Dyslexia

In addition to accommodations, students with dyslexia can benefit from adopting effective learning strategies. Here are some proven techniques:

Time Management

Time management skills are important for all college students, but even more so when the student has dyslexia. Students who have a hard time reading may need extra time to work on assignments and get everything done.

Given the increased time needed for reading and writing tasks, effective time management is crucial. Strategies include:

Creating a weekly schedule: Allocating specific time slots for studying, reading, and completing assignments.
Breaking down large tasks: Dividing assignments into smaller, more manageable steps.
Prioritizing tasks: Focusing on the most important assignments first.

The SQ3R Method

A commonly used strategy called SQ3R can help with this challenge. In the Survey phase of SQ3R, students preview the text for unfamiliar words that they should put into a list and look up before they begin reading so that they’ll have the definitions handy. This should make reading less disrupted. They also look over any visuals and the headings and subheadings. This preview gives students a sense of what they’ll read, which can help them “warm up” for what they’ll be learning and may bring to mind other information they know on this topic, which can make learning more efficient. The Question phase begins while students are doing their preview. They turn any headings into questions that they’ll answer when they’re done with a particular section (e.g., “What is osmosis?”). If they have been provided with comprehension questions, students review them before reading so that they know what to look for as they read. The first R phase is simply Reading. While they do this, students should be thinking about their questions. The second R phase is Reciting, which simply means that they answer their comprehension questions. If they find they can’t, they need to do targeted re-reading until they find their answers. And the final phase is Review, which means regularly looking over the answers to their comprehension questions so that the information stays “fresh” for exams and requires less intensive studying.

This reading comprehension technique involves:

Survey: Previewing the text to identify key topics and unfamiliar vocabulary.
Question: Formulating questions based on headings and subheadings.
Read: Actively reading the text while seeking answers to the questions.
Recite: Answering the questions from memory.
Review: Regularly reviewing the material to reinforce learning.

Utilizing Technology

Technology can help, too, so students should request technological supports as an accommodation. For their reading challenges, text-to-speech software can be a big help. Many of the software programs allow students to highlight the text on the screen and send these highlights to a document that they can use as a study aid. They may also have built-in dictionaries that allow students to click on unfamiliar words and instantly get a definition. There can be other helpful features, too. Colleges are not required to provide a copy of such software to students (the law says that they don’t have to provide “personal devices” - and such software is interpreted to fall under that heading). However, many colleges do purchase these programs, though there is a lot of variation across schools in how widely available they are. At some schools, the software may be loaded onto some computers in the disability services office (meaning that students can only access it during the office’s regular business hours) and on some computers at the library (which tend to be open a lot longer). At other schools, they have a site license that allows them to offer it to students registered with the disability services office for use on their own computer. And at other schools, the programs are available to anyone with a student ID - they don’t have to have a disability to qualify. Once they have access to the software, students need a PDF copy of their reading assignment, which they load into their computer so that the software can read the text aloud to them. In some classes, professors will assign readings (such as journal articles) that are already PDFs, which makes things easy for students who want to use the text-to-speech software. If professors assign textbooks, publishers sometimes make electronic versions of them that are available only to individuals with disabilities (meaning that they’re not available for purchase to the general public). The disability services office will order these e-versions from the publisher for students so that they can use them with their reading software. In these cases, students still have to pay for a copy of the book (no one gets free texts!). In situations where a textbook or other kind of reading material is not available as a PDF or e-version, colleges are only obligated to provide students with a way to get their texts into the format they need, but they are not obligated to do the conversion themselves. At some schools, the disability services office will provide a scanner that students can use to convert their textbooks, but students will be responsible for doing the job themselves. At other schools, a member of the disability services staff will do the scanning for students.

Leveraging technology can significantly enhance the learning experience. This includes:

Text-to-speech software: For auditory learning.
Mind-mapping tools: For visual organization of information.
Organization apps: For managing tasks and deadlines.

Building a Support System

Transitioning to college can be challenging for anyone, but for students with dyslexia, there can be additional hurdles. Students with dyslexia will find that many schools, like Dean College, have all of the supports in place that they need to succeed. In addition to intervention instruction to improve literacy skills, students with dyslexia benefit from supports that help them learn independently.

Creating a strong support system is essential for success. This includes:

Disability Services Office: Connecting with the college's disability services office to access accommodations and resources.
Professors: Communicating with professors about accommodations and seeking clarification on course material.
Tutors: Enlisting the help of tutors for additional support in challenging subjects.
Study Groups: Collaborating with peers in study groups to share notes and discuss concepts.
Family and Friends: Leaning on family and friends for emotional support and encouragement.

Transitioning from High School to College

Given that you now have a high school diploma, your Individual Education Plan (IEP) or 504 Plan may not automatically transfer to your college or university. High school students planning to attend higher education should have a transition plan in place early in high school that addresses academic and vocational goals as well as accommodations that can also be used in college. Before a student with an IEP or 504 plan graduates high school, the school district is required to complete a Summary of Performance which gives the nature of the student’s disability, an outline of what services they have received at the school, a summary of the progress made, and recommendations for services and/or supports they will continue to need. The burden of proof for disability documentation rests with you. Be prepared to provide your college or university with recent documentation of your learning disability. Generally, colleges and universities require documentation of a disability within the past three years. Some may request more recent documentation. Know that the school has the right to refuse an accommodation if it believes it will fundamentally alter its basic mission. This occurs when a student requests a waiver of a graduation requirement, such as an exemption from a foreign language.

The transition from high school to college requires careful planning. Key steps include:

Transition Planning: Developing a transition plan in high school that addresses academic and vocational goals.
Documentation: Gathering necessary documentation of the disability.
Contacting Disability Services: Connecting with the college's disability services office before starting classes.
Self-Advocacy Skills: Developing the ability to advocate for one's needs.

Understanding Modifications vs. Accommodations

It's important to differentiate between modifications and accommodations. Modifications refer to changes in what a student is expected to learn. They involve adjusting the curriculum to better align with the student’s current skill level. Modifications are distinct from accommodations. Modifications to curriculum content, homework assignments, or assessments change both the nature of instruction and the expectations for what students are to learn. If the validity of a test item or the content of instruction is changed, it is considered a modification-not an accommodation. In practice, students with dyslexia often benefit most from accommodations while receiving intervention for their reading difficulties.

Accommodations: These are adjustments that do not change the content of instruction or lower expectations.
Modifications: These are changes to the curriculum or learning objectives, which are less common in college.

Resources and Tools for College Students with Dyslexia

There are abundant resources available for students who have a learning disability. These can be found in their school or community, or online through a wide variety of organizations. Here are some of the options to get you started.

ADA.gov: The go-to site for information on the Americans with Disabilities Act.
Assistive Devices for People with Hearing, Voice, Speech, or Language Disorders: The Department of Health and Human Services provides ideas on technology that could help in the classroom.
Assistive Technology Tools: Hosted by LD Resources Foundation, this page provides an overview of a wide variety of options for technology to help any student succeed.
Center for Parent Information and Resources: This site is filled with fact sheets, including one on learning disabilities that include dyslexia, dysgraphia, and dyscalculia.
College and Dyscalculia: Learn all the up-to-date information on advocacy, rights, and changing laws at this site.
Dyscalculia.org: This site has a wide variety of information on what parents, teachers, and students can do to handle and even thrive with dyscalculia.
Dyslexia Research Institute: If you’re looking for a more scientific approach to these three conditions, DRI is a great place to begin.
Dyslexic Advantage: The informative blog posts on this site tackle what the three learning disabilities are and ways to handle them.
Ghotit Real Writer: This app can help those with learning disabilities by providing corrections and suggestions to written papers and reports.
International Dyslexia Association: This organization offers information for families, professionals, membership, a conference, and much more.
LD Online: Though this site is geared more toward younger children, there is a wealth of information available on various disabilities and how they change over time.
Learning Ally: This organization provides information on audiobooks and other forms of potential help for those with learning disabilities.
Learning Disabilities Association of America: This site focuses on all types of learning disabilities and helps individuals learn to advocate for themselves in a variety of situations.
National Center for Learning Disabilities: These organization advocates for the rights of those with all sorts of learning disabilities, including those with dyslexia, dysgraphia, and dyscalculia.
Understood: A comprehensive resource for understanding learning and attention issues.

Expert Insights

Dr. Manfredi, a neuropsychologist, emphasizes the importance of understanding individual learning styles and effective strategies. A thorough evaluation from a psychologist or neuropsychologist can provide valuable insights into how a student learns best and what supports and accommodations are most beneficial.

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