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HAWORTH EDUCATION PARENT ADVISORY COMMITTEE (HEPAC)
HAS PARTNERED WITH 
NORTHERN VALLEY EDUCATION PARENT ADVISORY COMMITTEE 
HEPAC/NVEPAC IS NOW 7 Towns Strong! 
Together We can Do More!


INFORM + EDUCATE + EMPOWER + ADVOCATE
FOR ALL STUDENT SUCCESS

Accommodations
 
 
 
 
 
















http://www.dyslexicadvantage.org/dyslexia-and-accommodations-new-ada-guidelines-2016-for-school-and-work/
(US Department of Justice: A Person with Academic Success May Still be a Person With a Disability Entitled to Accommodations)
 

Can I Be A Doctor if I Have a Learning Disability?
http://www.dyslexicadvantage.org/q-a-can-i-be-a-doctor-if-i-am-dyslexic/

Accommodations

For ADHD
http://www.additudemag.com/adhd/article/711.html
 
For Autism
https://www.autismspeaks.org/family-services/tool-kits/asperger-syndrome-and-high-functioning-autism-tool-kit/classroom
 

For College Entrance Exams: PSAT, SAT and ACT
http://www.huffingtonpost.com/joie-jagerhyman/receiving-testing-accommo_b_4740601.html
https://sat.collegeboard.org/register/for-students-with-disabilities (SAT)
http://www.actstudent.org/regist/disab/ (ACT)
https://www.understood.org/en/community-events/blogs/in-the-news/2015/10/28/the-justice-department-clarifies-students-right-to-testing-accommodations  (Justice Department: New Rules for Rights to ccommodations on SAT/ACT)
 
For Dyscalculia (Math Disability)
http://www.dyslexicadvantage.org/students-with-dyslexia-solve-math-differently/ 
https://www.understood.org/en/school-learning/partnering-with-childs-school/instructional-strategies/at-a-glance-classroom-accommodations-for-dyscalculia
 
For Dysgraphia (Writing Disability)
https://www.understood.org/en/school-learning/partnering-with-childs-school/instructional-strategies/at-a-glance-classroom-accommodations-for-dysgraphia 
 
For Dyslexia (Reading Disability)
http://headstrongnation.org/parents/classroom-accomodations
https://www.understood.org/en/school-learning/partnering-with-childs-school/instructional-strategies/at-a-glance-classroom-accommodations-for-dyslexia
 
For Executive Functioning Issues
https://www.understood.org/en/school-learning/partnering-with-childs-school/instructional-strategies/at-a-glance-classroom-accommodations-for-executive-functioning-issues
 
504 Accommodations
https://www.understood.org/en/learning-attention-issues/treatments-approaches/educational-strategies/common-modifications-and-accommodations 
 
Summary Statement by Dr. Sally Shaywitz of Yale Center for Dyslexia (http://dyslexia.yale.edu/Policy_QA.html)
The foundation and basis of dyslexia resides in a comparison between a person’s reading (accuracy or fluency) and his intelligence, level of education, or professional status.  Dyslexia at its core and in its definition is a disparity within the person, not comparing one person to another.  For example, for a second-year medical student with an IQ of 140 and reading at 100, that is a huge disparity—one not characterizing fellow medical students who may have a similar IQ of 140 and also reading at about that level.  This individual has the cognitive ability to master complex and very difficult conceptual material within a college, graduate or professional school curriculum despite having impaired reading fluency due to a neurobiological disruption in the neural systems for rapid reading and suffers the result of extremely slow and effortful reading.  The average person with the same reading difficulties would not be able to master the curriculum of medical school.  Thus, interpreting the law to mean that, if you are reading at the level of an average person, then you are not disabled, is not appropriate for dyslexia.

Dyslexia is conceptualized as an encapsulated weakness resulting in slow reading surrounded by a sea of strengths.  It is the sea of strengths in thinking and reasoning that, together with the accommodation of extra time, allows a slow-reading but good-thinking dyslexic to succeed.  The accommodation of extra time on tests levels the playing the field, allowing the hardworking dyslexic to access his strengths and demonstrate his knowledge.
 


Dyslexic/ADHD writer, Activist, Founder of Project Eye to Eye discusses Neurodiversity, Accommodations, Teaching to learning differences; 8 Minute Video





 



 
 




Accommodations: Helping Children Thrive: Learning Ally Webinar by Barbara Steinberg
(also discusses need to document all accommodations in a 504/IEP to ensure accommodation on SAT/ACT)
Start Video at Minute 6