Many students go to school without receiving the help they are entitled to, even though the law states that all students are entitled to tuition that is arranged for each individual.

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 Caroline Solem writes on Dyslexia Norway's website:

That something is difficult is not the same as that it is impossible. But it can be much more demanding for some. Therefore, the school must create the conditions for dyslexics' learning. 

She gives the following advice on what the dyslexic needs:


  1. More time

    A dyslexic needs more time to become confident in reading and writing, but often spends less time than others.

  2. Several repetitions 

    Doing something multiple times is important in learning. Those who learn easily need fewer repetitions. 

  3. Greater effort

    What we can do is easy. What we cannot do requires effort. It is important to be aware that reading and writing can be extra strenuous for a dyslexic.

  4. Better training

    Some learn to read and write almost by themselves. Dyslexics need someone to help. The training must be adapted so that it is possible to succeed.

  5. Lots of encouragement

    Difficulties with learning quickly lead to discouragement and giving up. This starts a vicious circle that can be worse than the learning disabilities. Those who avoid reading do not receive the necessary training.


The dyslexia-friendly teacher

Caroline Solem writes on Dyslexia Norway's website about what characterizes a dyslexia-friendly teacher:


  1. Uses short sentences
  2. Repeats important statements
  3. Explains new words / concepts
  4. Is prepared to explain things again and preferably in a new way
  5. Checks that students with reading and writing difficulties have understood new things by getting them to retell. Do this in 1- 1 situations
  6. Be patient - students with reading and writing difficulties often need more time than other students
  7. Starts the class by telling what is going to happen, what is going to be reviewed and how the material is to be worked on. All students benefit from the structure and predictability of the learning situation. For students with reading and writing difficulties, it is a prerequisite for learning.
  8. Is prepared to help students with reading and writing difficulties to get structure in their everyday lives. Helps the student throw away unnecessary paper, bring the right books home etc.
  9. Emphasizes teaching students study techniques
  10. Encourages students to use data. Is not afraid to introduce compensatory aids early.
  11. Directs students' work in a motivating way.


A dyslexia-friendly classroom

- A good school for dyslexics presupposes that special consideration is given in the classroom, says academic leader in Dyslexia Norway Trine Aakermann according to Caroline Solem. According to Aakermann, it is pointed out that:


  1. A dyslexia-friendly classroom should be organized so that students with reading and writing difficulties can sit far ahead.
  2. Students with reading and writing difficulties should, whenever possible, sit next to motivated fellow students or a good student helper who can repeat the teacher's instructions.
  3. In a dyslexia-friendly classroom, it is calm. Students with reading and writing difficulties can often be distracted by noise and movement.
  4. A dyslexia-friendly classroom is characterized by clear structures.


In a dyslexia-friendly classroom, there is a clearly visible timetable. When the student looks for information, it is easy to find. Homework notices, for example, are always in the same place and different color codes are used for different info types.

A dyslexia-friendly classroom is organized to support the dyslexic's need for repetition and varied learning methods. For example, the teacher can hang up words that are difficult for the students so that the students get visual support in the classroom.


A dyslexia-friendly school

Dyslexia Norway has since 2005 worked on a project to contribute to dyslexia-friendly schools. In short, a dyslexia-friendly school means:

The school has an inclusive and accepting environment:


  1. The school has a registration system that shows the reading skills of all student

  2. The school surveys all students' reading skills once a year

  3. The school follows up the reading development of the students who need it. (Those who fall below a limit, 5 - 10%)

  4. The school has varied methodological course offerings and technology that is put in place in relation to the difficulties the students struggle with


Course offers the school should be able to offer:


  1. Sound / letter - letter / sound
  2. Two-sound reading - syllable reading (Anna Mikkelsen or Maia Witting)
  3. Morpheme reading - spelling
  4. Reading motivation course - leisure reading to increase reading speed
  5. Computer with associated aids


The school's teachers have competence in:


  1. Special education for students with dyslexia.
  2. Mapping competence
  3. Multimethodical competence eg GUARD
  4. Assessment competence


Arrangements for exams, tests and homework

Dyslexia Norway has written the following advice on its website for facilitating the student with dyslexia. Here, the advice is only reproduced in short form, and you can read more in detail at Dyslexia Norway.


Exams and tests

Good schooling means that students are shown what they can do. The adaptation of the exam situation shall give the student the opportunity to show their knowledge. The most common facilitation for students with dyslexia is the use of a PC with a correction program and extended time. Other common arrangements are to have the assignments read aloud. For students with very great difficulties, it may be relevant to let the students take the exam as a written and oral combination. In some cases, permission has also been granted to allow the student to take the exam with the help of a secretary. All students - both with and without a decision on special education - can and should have an adapted exam.

Where the competence goals require written, oral or practical skills, it can not be arranged in such a way that the student is not tested in these skills - when this form of examination is determined in the examination form for the subject.

It is the principal who decides whether a student receives an adapted examination. It would make sense to send an application to the principal for facilitation at the beginning of the school year. The application should state what kind of facilitation the student needs, and PPT's report should be attached. The Rector's decision on an adapted examination is an individual decision.

Adaptation for tests can, for example, be using a computer, reading in the test results (sitting in a separate group room), having the assignment text read out - etc.



Students who receive major adaptations in school should also receive customized homework. For example, it could be that:


  1. The student reads his homework on audio tape instead of writing it down, using PowerPoint presentation, audio books etc
  2. The teacher prints the homework with a larger font size, recommended is 14 points or more
  3. The school / teacher makes easy-to-read minutes of the curriculum for the student
  4. The student gets different homework in skills training and in information subjects. Example: The student should not practice reading when she is learning the syllabus for a social studies exam.