Listen to this article
Toolkits
Reasonable adjustments for learners with SpLDs
Toolkits
Reasonable adjustments for learners with SpLDs
Toolkits
Reasonable adjustments for learners with SpLDs
Summary
If you have a specific learning difficulty (SpLD) – such as dyslexia, dyspraxia (DCD), dyscalculia, or dysgraphia – studying can bring both strengths and challenges. You might have creative ideas and strong problem-solving skills, but you may find written tasks, note-taking, reading speed, or organisation harder than others do.
These differences can create unfair barriers in study environments – not because you’re less able, but because the systems around you aren’t always designed for your learning profile.
That’s where reasonable adjustments come in.
They’re changes that your school, college or university can make to help you access learning on an equal footing. It’s not about giving you an advantage – it’s about removing barriers so you can show what you know and can do.
(Note: exam arrangements are covered separately in our guide on exam adjustments for specific learning difficulties.)
Read this article
7m
Typical study challenges linked to SpLDs
Specific learning difficulties affect everyone differently, but some common study challenges include:
Reading speed and comprehension – taking longer to read or process written text
Writing fluency – difficulty spelling, planning, or getting thoughts down on paper
Organising work, tasks or schedules
Working memory – holding multiple pieces of information at once
Note-taking – keeping up with fast-paced lessons or lectures
Processing verbal information – particularly in noisy environments
Time management and sequencing tasks
Examples of reasonable adjustments
In class / teaching & learning
Access to lecture slides, notes, or reading lists in advance
Option to record lectures or use assistive technology (e.g. speech-to-text, text-to-speech, reading overlays)
Copies of written instructions or summaries after verbal briefings
More time to process or respond to questions
Clear, structured presentation of materials (headings, bullet points, key takeaways)
Visual aids, mind maps, or diagrams to support written information
Option to use a laptop or digital device for note-taking
Assignments & deadlines
Clear written instructions with step-by-step breakdowns
Extended deadlines for written assignments if required
Marking that focuses on content rather than spelling/grammar (where appropriate)
Access to proofreading or spelling/grammar assistive tools
Staged submission points for large pieces of work (to support planning and pacing)
Regular check-ins or mentoring to support organisation and workload management
Wider support & environment
Access to quiet or low-distraction study spaces
Study-skills support or workshops tailored to SpLDs (time management, planning, reading strategies)
Specialist software such as text-to-speech, screen readers or mind-mapping tools
Awareness among teaching staff of SpLD-related challenges – so feedback and expectations are adjusted appropriately
How to get adjustments in place
Contact the right person
School: your SENDCo or learning support coordinator
College: Learning Support or Additional Learning Support (ALS) team
University: Disability or Accessibility Service
Provide evidence
This might include a diagnostic assessment from an educational psychologist or specialist teacher, or an existing support plan (e.g. EHCP, Student Support Plan).
Discuss your needs
Explain what specific barriers you face (e.g. “I find it difficult to read long exam questions quickly” rather than just “I have dyslexia”).
This helps staff identify which adjustments will make the biggest difference.
Agree and record adjustments
Ask for a written record of what’s been agreed (support plan, email confirmation, etc.), so you can refer back to it if needed.
Review regularly
As your course or workload changes, review your plan to ensure it still fits your needs.
Summary
Having a specific learning difficulty doesn’t mean you need less challenge – it means you might need different conditions to succeed.
With the right adjustments in place, you can work to your strengths and learn in ways that match how your brain works best.
Read this article
7m
Typical study challenges linked to SpLDs
Specific learning difficulties affect everyone differently, but some common study challenges include:
Reading speed and comprehension – taking longer to read or process written text
Writing fluency – difficulty spelling, planning, or getting thoughts down on paper
Organising work, tasks or schedules
Working memory – holding multiple pieces of information at once
Note-taking – keeping up with fast-paced lessons or lectures
Processing verbal information – particularly in noisy environments
Time management and sequencing tasks
Examples of reasonable adjustments
In class / teaching & learning
Access to lecture slides, notes, or reading lists in advance
Option to record lectures or use assistive technology (e.g. speech-to-text, text-to-speech, reading overlays)
Copies of written instructions or summaries after verbal briefings
More time to process or respond to questions
Clear, structured presentation of materials (headings, bullet points, key takeaways)
Visual aids, mind maps, or diagrams to support written information
Option to use a laptop or digital device for note-taking
Assignments & deadlines
Clear written instructions with step-by-step breakdowns
Extended deadlines for written assignments if required
Marking that focuses on content rather than spelling/grammar (where appropriate)
Access to proofreading or spelling/grammar assistive tools
Staged submission points for large pieces of work (to support planning and pacing)
Regular check-ins or mentoring to support organisation and workload management
Wider support & environment
Access to quiet or low-distraction study spaces
Study-skills support or workshops tailored to SpLDs (time management, planning, reading strategies)
Specialist software such as text-to-speech, screen readers or mind-mapping tools
Awareness among teaching staff of SpLD-related challenges – so feedback and expectations are adjusted appropriately
How to get adjustments in place
Contact the right person
School: your SENDCo or learning support coordinator
College: Learning Support or Additional Learning Support (ALS) team
University: Disability or Accessibility Service
Provide evidence
This might include a diagnostic assessment from an educational psychologist or specialist teacher, or an existing support plan (e.g. EHCP, Student Support Plan).
Discuss your needs
Explain what specific barriers you face (e.g. “I find it difficult to read long exam questions quickly” rather than just “I have dyslexia”).
This helps staff identify which adjustments will make the biggest difference.
Agree and record adjustments
Ask for a written record of what’s been agreed (support plan, email confirmation, etc.), so you can refer back to it if needed.
Review regularly
As your course or workload changes, review your plan to ensure it still fits your needs.
Summary
Having a specific learning difficulty doesn’t mean you need less challenge – it means you might need different conditions to succeed.
With the right adjustments in place, you can work to your strengths and learn in ways that match how your brain works best.
Written by Tim Jones
Listen to this article
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Summary
If you have a specific learning difficulty (SpLD) – such as dyslexia, dyspraxia (DCD), dyscalculia, or dysgraphia – studying can bring both strengths and challenges. You might have creative ideas and strong problem-solving skills, but you may find written tasks, note-taking, reading speed, or organisation harder than others do.
These differences can create unfair barriers in study environments – not because you’re less able, but because the systems around you aren’t always designed for your learning profile.
That’s where reasonable adjustments come in.
They’re changes that your school, college or university can make to help you access learning on an equal footing. It’s not about giving you an advantage – it’s about removing barriers so you can show what you know and can do.
(Note: exam arrangements are covered separately in our guide on exam adjustments for specific learning difficulties.)
Read this article
If you have a specific learning difficulty (SpLD) – such as dyslexia, dyspraxia (DCD), dyscalculia, or dysgraphia – studying can bring both strengths and challenges. You might have creative ideas and strong problem-solving skills, but you may find written tasks, note-taking, reading speed, or organisation harder than others do.
These differences can create unfair barriers in study environments – not because you’re less able, but because the systems around you aren’t always designed for your learning profile.
That’s where reasonable adjustments come in.
They’re changes that your school, college or university can make to help you access learning on an equal footing. It’s not about giving you an advantage – it’s about removing barriers so you can show what you know and can do.
(Note: exam arrangements are covered separately in our guide on exam adjustments for specific learning difficulties.)
Typical study challenges linked to SpLDs
Specific learning difficulties affect everyone differently, but some common study challenges include:
Reading speed and comprehension – taking longer to read or process written text
Writing fluency – difficulty spelling, planning, or getting thoughts down on paper
Organising work, tasks or schedules
Working memory – holding multiple pieces of information at once
Note-taking – keeping up with fast-paced lessons or lectures
Processing verbal information – particularly in noisy environments
Time management and sequencing tasks
Examples of reasonable adjustments
In class / teaching & learning
Access to lecture slides, notes, or reading lists in advance
Option to record lectures or use assistive technology (e.g. speech-to-text, text-to-speech, reading overlays)
Copies of written instructions or summaries after verbal briefings
More time to process or respond to questions
Clear, structured presentation of materials (headings, bullet points, key takeaways)
Visual aids, mind maps, or diagrams to support written information
Option to use a laptop or digital device for note-taking
Assignments & deadlines
Clear written instructions with step-by-step breakdowns
Extended deadlines for written assignments if required
Marking that focuses on content rather than spelling/grammar (where appropriate)
Access to proofreading or spelling/grammar assistive tools
Staged submission points for large pieces of work (to support planning and pacing)
Regular check-ins or mentoring to support organisation and workload management
Wider support & environment
Access to quiet or low-distraction study spaces
Study-skills support or workshops tailored to SpLDs (time management, planning, reading strategies)
Specialist software such as text-to-speech, screen readers or mind-mapping tools
Awareness among teaching staff of SpLD-related challenges – so feedback and expectations are adjusted appropriately
How to get adjustments in place
Contact the right person
School: your SENDCo or learning support coordinator
College: Learning Support or Additional Learning Support (ALS) team
University: Disability or Accessibility Service
Provide evidence
This might include a diagnostic assessment from an educational psychologist or specialist teacher, or an existing support plan (e.g. EHCP, Student Support Plan).
Discuss your needs
Explain what specific barriers you face (e.g. “I find it difficult to read long exam questions quickly” rather than just “I have dyslexia”).
This helps staff identify which adjustments will make the biggest difference.
Agree and record adjustments
Ask for a written record of what’s been agreed (support plan, email confirmation, etc.), so you can refer back to it if needed.
Review regularly
As your course or workload changes, review your plan to ensure it still fits your needs.
Summary
Having a specific learning difficulty doesn’t mean you need less challenge – it means you might need different conditions to succeed.
With the right adjustments in place, you can work to your strengths and learn in ways that match how your brain works best.
Written by Tim Jones
Prior to co-founding Booost Education, Tim previously worked with neurodivergent and disabled students at various universities and trained as an assistive technology consultant with AbilityNet.
Written by Tim Jones
Prior to co-founding Booost Education, Tim previously worked with neurodivergent and disabled students at various universities and trained as an assistive technology consultant with AbilityNet.
