Supporting students with IEPs should not require hours of extra prep, constant one-to-one support, or converting every printable into a digital file. Within Ignited Literacy, small, fast adjustments can honour IEPs, maintain assessment evidence, and keep whole-class instruction moving. This guide explains common disability and disorder profiles, what they look like in the classroom, where Ignited Literacy lessons typically need support, which “big” accommodations are time-consuming, and exactly how to implement quick, sustainable alternatives. It also addresses the misconception that all printable pages need to be turned into digital versions.
Reading Disabilities (Dyslexia, Fluency, Comprehension)
What it is: Difficulties with decoding, word recognition, fluency, and comprehension.
What this looks like in class:
- Reluctance to read aloud
- Limited stamina during independent reading
- Difficulty answering multi-part comprehension questions
Ignited Literacy lesson types where support helps:
- Read Aloud discussions that prompt predictions and justifications
- Guided Reading texts with challenge words and comprehension prompts
- Reading Response pages that ask for extended written answers
High-prep approaches that are hard to sustain:
- Recording every text as audio
- Rewriting passages at a lower level
- Converting all response pages to digital
Quick, sustainable alternatives (with how-to):
- Pre-teach three challenge words: Write them on the board, clap syllables, underline tricky parts. Time: under two minutes.
- Scale the comprehension task: Highlight one priority question for the student to answer on the same sheet.
- Voice note answers: Student records a 30–60 second response in OneNote or Flip, titled with date and lesson. You review later.
- Partner priming: Buddy discusses for one minute; student then records or writes one short answer.
Do I need a digital version? No. Highlight or record instead of rewriting the page.
Writing Disabilities (Dysgraphia, Organisation, Spelling)
What it is: Difficulties with handwriting, spelling, and organising ideas.
What this looks like in class:
- Short or incomplete writing
- Disorganised ideas despite strong verbal thinking
- Avoidance and hand fatigue
Ignited Literacy lesson types:
- Hamburger paragraphs
- OREO opinion responses
- Writing Choice Menu drafts
High-prep approaches:
- Scribing every assignment
- Daily speech-to-text setup
- Rebuilding all templates as editable digital
Quick, sustainable alternatives (with how-to):
- Reduce output: Allow one reason in OREO instead of three. Note on rubric: “Modified output.”
- Highlight strategy: Student highlights a topic sentence and one detail in a sample text to show structure understanding.
- Point-form responses: Accept jot notes or bullets. Record on rubric that this is assessed in point form.
- Voice note drafting: Student records a short brainstorm, then writes one sentence. You mark both.
Do I need a digital version? Only if typing is the accommodation. Otherwise, keep print and allow highlighting or audio support.
Oral Language Disorders (Receptive and Expressive)
What it is: Challenges understanding or producing spoken language.
What this looks like in class:
- Missed or partial directions
- Very short answers
- Reluctance to participate in discussions
Ignited Literacy lesson types:
- Read Aloud predictions and inferences
- Written comprehension responses in centres
High-prep approaches:
- Personalised vocabulary word walls
- Extended one-on-one conferencing
Quick, sustainable alternatives (with how-to):
- Sentence starters for all: Post two stems (“I predict…”, “The clue is…”) for everyone to use.
- Digital oral submissions: Student records a 20–30 second answer in OneNote while others share aloud. You check later.
- One detail focus: Change prompt to “Give one clue for your prediction.”
Do I need a digital version? No. The issue is language output, not the format. Use recordings or reduced oral tasks instead.
Auditory Processing Disorder
What it is: Students hear normally but struggle to process and remember spoken directions.
What this looks like in class:
- Frequent requests for repetition
- Difficulty with multi-step tasks
- Errors that resemble inattention
Ignited Literacy lesson types:
- Guided Reading multi-step routines
- R.I.S.E. centre rotations
High-prep approaches:
- Recording all instructions
- Creating custom simplified sheets
Quick, sustainable alternatives (with how-to):
- Board directions step-by-step: Write only step one (“Read the text”). Replace with the next when done.
- Highlight must-do tasks: On the centre page, highlight the single task required today.
- Visual icons: Draw a quick book, pencil, or ear beside steps to cue actions visually.
Do I need a digital version? No. Breaking steps down on the board is faster than digitising tasks.
Visual Processing Disorder
What it is: Students struggle to interpret what they see, losing place or skipping words.
What this looks like in class:
- Frustration with long passages
- Errors copying from the board
- Struggles with busy word sorts
Ignited Literacy lesson types:
- Grammar word sorts
- Guided Reading full-page passages
High-prep approaches:
- Reformatting and enlarging every page
- Digitising texts for font control
Quick, sustainable alternatives (with how-to):
- Limit task size: Hand five word cards instead of the full set.
- Highlight focus lines: Mark three target sentences in yellow for the student to read/respond to.
- Use paper reading strips: Cut scrap paper strips to help track lines. Quick and free.
Do I need a digital version? Usually not. Highlighting and paper strips are faster solutions.
ADHD (Attention, Focus, Organisation)
What it is: Students struggle with attention, impulse control, and managing multi-step work.
What this looks like in class:
- Strong starts but unfinished work
- Rushed, error-filled responses
- Avoidance of multi-step assignments
Ignited Literacy lesson types:
- R.I.S.E. centres (four tasks each week)
- Longer OREO or multi-paragraph writing
High-prep approaches:
- Custom workstations
- Personalised behaviour contracts
- Separate digital trackers
Quick, sustainable alternatives (with how-to):
- Reduce load: Circle three centres and skip one. Rotate which is skipped weekly.
- Chunk writing: Assign one sentence per day (topic, detail, conclusion).
- Use timers: Give a two-minute sand timer or digital countdown for self-monitoring.
Do I need a digital version? No. Circling tasks on the paper sheet is quicker and just as effective.
The Misconception: “Every Printable Must Be Digital”
One of the most common myths in accommodations is that teachers must convert every page into a digital format. This is unnecessary and time-draining.
Digital is necessary when:
- Student uses speech-to-text exclusively
- Student requires screen readers
- Paper-pencil access is not possible
Paper is faster and acceptable when:
- You can highlight or circle priority questions directly
- Student can record a voice note as evidence
- The challenge is task length, not format
Selective conversion strategy: Only digitise high-use templates like Writing Choice Menus or Reading Response pages. Keep one-off activities on paper and modify expectations quickly with highlighters, sticky notes, or audio submissions.
Final Thoughts
Accommodations and modifications are about access, not complexity. Highlight instead of rewrite. Record instead of scribe. Reduce steps instead of redesign. Keep printables on paper unless digital access is essential. With these routines, you meet IEP requirements, preserve assessment evidence, and protect your capacity to teach the whole class well.
