Accomodations for Foreign Language Class for Dyslexic, Dysgraphic, SLD Writing 8th Grader

[AM23]

My  2e 8th grade math and science strong son has accommodations for typing assignments, audiobooks, speech-to-text and text-to-speech in his IEP. His essays and many but not all short answer questions for his classes are typed, and he uses spell and grammar check extensively. His writing goal that the district considered met last year, but I didn't, included use of autocorrect and typing to meet conventions (capitalization, punctuation) and spelling goals. (This goal was also changed midway through 7th to allow for autocorrect usage to meet the goal. A separate goal to address writing not using autocorrect was agreed to but never added.)

While he has accommodations for typing assignments, he doesn't officially have accommodations for using autocorrect which he needs for work to be on grade-level.  Without them there are capitalization, punctuation, and spelling errors. My son has diagnoses of dysgraphia and SLD in Written Expression, and while not officially diagnosed yet he is dyslexic. My husband and I pay for private reading tutoring after school and support heavily ourselves. It's been hard to get private support, too, because he seems to read "okay" at a cursory glance.  Phonemic awareness and segmenting are still deficit areas. 

My son  also has the following accommodation for spelling:

• Student will not be penalized for spelling on assessments/assignments, unless spelling is being assessed, General Education and Special Education Classrooms, For assignments and assessments

He is taking a foreign language class for the first time this year, Spanish, and is enjoying it. He and I asked his case manager at the beginning of the year if spelling would count in Spanish class. We received the following reply after his case manager spoke with his Spanish teacher:

• In general, spelling SDIs are not applied in Spanish, as spelling is considered an integral part of language acquisition. A single letter can change the meaning of a word in Spanish, which makes accuracy particularly important. The teacher's assessments are intentionally structured to be accessible and aligned with IEP supports. Quizzes frequently include scaffolds such as word banks, multiple choice questions, and matching formats. When spelling deductions are made, they are minimal—for example, a deduction of 0.5 points per word, applied only once per word. For open-ended responses, deductions may range from 0.5–1 point (out of 2 or 3 possible points) if the spelling significantly impacts readability.
• It is important to note that greater challenges with spelling may occur during extended writing assignments or (IPAs). These instances can be addressed on a case-by-case basis, and we are open to further discussion regarding how best to support the student in these situations.
•  Additionally, the teacher provides students with access to an online vocabulary study tool that incorporates both meaning and spelling practice. This resource offers structured opportunities for student to strengthen their spelling skills independently and consistently.
•  We are committed to working collaboratively to ensure your student's continued success in Spanish.

We asked again recently as instruction in Spanish is moving from vocab to focusing on writing in Spanish.  We received this reply:

• Most quizzes include matching, multiple choice,  fill-in-the-blank (with word banks), and short-answer sections.
• The fill in the blank sections are word banked for all students.
•  Personal questions in short-answer sections are not word banked. These are personal and require a student to answer questions such as where they are from, etc. 
• Later, students write paragraphs, sometimes with required vocabulary provided. For IPAs (Integrated Performance Assessments) completed later in the year, no word banks are given, as these assess mastery of vocabulary, grammar, and conjugation learned throughout the unit.

 

Here are my questions. 

• I don't understand the logic that spelling is an integral part of the language in Spanish, but the district is okay with not counting spelling for very much for English class and essay/writing and allowing autocorrect for all other classes. 
• Shouldn't accommodations apply equally to all classes? I get that if spelling is specifically being assessed it should count toward the grade. 
• What accommodations do dyslexic, dysgraphic, SLD Reading and Written Expression students usually have for foreign language classes? I feel he needs more support for the upcoming paragraph writing.
• Should he also be allowed to type his answers and use autocorrect in Spanish class since that's what he's doing for English? (I need to get autocorrect formalized as an accommodation, I guess.)

School is not supporting reading and writing or even acknowledging any concerns which is very frustrating and requires a lot of time advocating for him at school and finding supports outside of school. I get that spelling deductions probably won't be very much of the total points, but my son is very frustrated. He's tired of hearing his teachers say that the things he struggles with are hard for everyone in 8th grade (reading, writing, spelling, conventions, handwriting), so it's more the point of all this than the number of points that might be lost. However, I am worried  about paragraph writing, spelling and conventions, and not sure what to ask for based on the school's response to our question. 

Thanks!

 

[Carolyn Rowlett]

Regarding your first paragraph, goals should not include accommodations for the skills you are working to master.  The accommodations are for the general education setting to allow the student to access FAPE while the student is mastering the skill in the special education setting.  The goal should be written and measured without accommodations.  However, if every student is allowed the accommodations, the school district might push back.  In that case, I would suggest looking at your state standards (on your department of education website) to see if he has met them and use that argument.  Also, why was the goal to address writing without using autocorrect agreed to but never added?  Did you send an email?  What was the response?  You may need to go up the chain up command to address this (director of special education).  If they still refuse, ask for a PWN on that since it was agreed to in a team meeting but never added.

Regarding your second paragraph, you need to get any accommodations he is using or needs (autocorrect) documented in the IEP.  Unless, as I state above, every student is allowed access to them (in that case, they are not accommodations and do not need to be put in the IEP). 

Also regarding second paragraph...  Is he only receiving specialized instruction for written expression?  In other words, he was not found eligible in reading?  If phonemic awareness and segmenting are still deficits in 8th grade, it sounds like he could be found eligible - especially if your state allows the discrepancy method and he has a high IQ.  Depending on when the last evaluation was done, I would request an academic evaluation that delves down into those subtests, because you are correct:  A highly intelligent student with dyslexia or dyslexic tendencies is going to appear "okay" due to his abilities to memorize and figure out words from context.  But it will eventually catch up with him in the higher grades when he encounters words and subjects he has never come across before.  What state are you in and does your state have any dyslexia screening requirements/laws?  It might behoove you to obtain a dyslexia diagnosis to help with the accommodations needed for Spanish.

With respect to the Spanish class issue, it is highly recommended that students with dyslexia do not take a foreign language - if you are dyslexia in English, you are dyslexic in all languages.  (That accommodation would likely require an outside diagnosis.)  I understand that sometimes these students want to try and do enjoy foreign language classes, but it is something to think about in terms of taking another one if you are unsuccessful in obtaining needed accommodations.  When the school says something like "in general, spelling SDIs are not applied in Spanish...," ask where it says that.  I don't like the "addressed on a case-by-case basis" for the extended writing assignments.  You need something specific in the IEP such as "if writing requires two or more sentences, student is allowed the accommodation of xyz."

To answer (or try to) your questions:

1.  I completely agree with you questioning their logic.  Spelling (especially for students with dyslexia) is an integral part of learning how to READ the English language, among other things.  Regardless, I would make them show you (not just a statement "in general, spelling SDIs are not applied in Spanish") what they are basing this distinction on.

2.  There can be reasons why certain accommodations should not apply in certain classes.  However, as I state above, I would make them show you why Spanish class should be treated differently.  Remember, when you are making your arguments, attach them to the standard of being able to "access the educational environment" to show a need for accommodations.  If his disability of dysgraphia puts him on an uneven playing field with his peers, he need accommodations for this - even in Spanish. 

3.  I am not very familiar with what accommodations students usually have for foreign languages because I advise my clients not to have their student take these classes.  But my thought is that it should be the same as they have for English class - again, if you are dyslexia (or have dysgraphia) in English, you have it in all languages.  Similar to if you need a wheelchair to access school in America, you need one to access school in Spain.  The disability doesn't go away based on location or language.  One accommodation I would suggest is alternative ways to show he understands what word should be used besides spelling it correctly - oral responses, etc., that show he understands the meaning of the word even if he spells it incorrectly.

4.  Yes, based on what I have stated above in terms of the disability being present regardless of language, class, etc.

If the school does not appear supportive, ask for a re-evaluation in the area of academics (you are entitled to one every year).  If you don't agree with the school eval, then request an IEE.