05 Mar Navigating School Accommodations and Special Learning Plans
Once a learning difficulty is identified, the focus shifts to supporting your child day-to-day in their education. This means working with the school to put accommodations or modifications in place, and possibly developing a formal plan (even if it’s not a legal document, many private schools will agree to a written support plan).
Understand what School accommodations are (and aren’t)
School accommodations are adjustments in how a student learns or demonstrates knowledge, not what they are expected to learn. Think of it as leveling the playing field. For example, if a student has dyslexia, an accommodation might be providing audio versions of novels or letting them give oral answers instead of written.
These changes don’t make the work easier; they make the output accurately reflect the student’s understanding rather than their disability. As the International Dyslexia Association explains, the purpose of accommodations is to ensure equal access to the full school experience for students with learning difficulties – for instance, providing extended exam time for a student who has slow processing speed affecting academic fluency.
The academic standards remain high, but the way the student engages with material is tailored so they can truly show what they know. It’s important to communicate this to any skeptical teachers (or other parents) who think accommodations are about giving an unfair advantage. In fact, without accommodations, a test might “not accurately measure the knowledge and skills of a student with learning issues,” whereas with accommodations, the student can demonstrate their learning without being hindered by their learning challenges.
Types of School Accommodations
School Accommodations in international and private Education settings can include: extra time on exams (a very typical one for ADHD, dyslexia, processing speed issues), taking exams in a quiet room, permission to use a laptop for note-taking or writing assignments (helpful for dysgraphia or slow writers), receiving teacher lecture notes or outlines in advance, using calculator or formula sheets in math if there’s a specific learning issue in calculation, and use of assistive technology (like text-to-speech software for reading, or speech-to-text for writing).
Many international curricula (such as the IB or IGCSE/A-Levels) have formal processes for granting exam accommodations. If your child is diagnosed, ask the school to apply for those accommodations with the exam board. For example, the International Baccalaureate allows certain “inclusive access arrangements” – extra time, rest breaks, word processors, etc. – as long as there is documentation of the need.
Make sure the school submits this well in advance of any big standardized exams like SATs, APs, IB exams, or university entrance exams.
Assistive technology is your friend
There are so many tools that can help a struggling learner. If the school doesn’t already utilize these, advocate for them or simply start using them at home. Audiobooks and text-to-speech programs (like NaturalReader or Learning Ally) can help dyslexic students keep up with literature and textbook reading. There are apps that specialize in helping with organization and focus (for instance, a student with executive function problems might use a digital planner with reminders, or the Pomodoro technique via an app to structure study time).
Speech-to-text software can allow a student who has brilliant ideas but poor typing or handwriting to “dictate” their essays and then edit, rather than writing from scratch. Noise-cancelling headphones or earplugs during tests can assist those with auditory sensitivities or attention issues. Even low-tech solutions like a simple checklist or graphic organizer can be forms of accommodation – they provide structure that a student might not be able to create for themselves.
Don’t hesitate to ask the school if your child can use these tools in class. Many schools are increasingly open to technology, especially after the remote-learning era, and realize that if a tablet or an app helps a student learn, it should be embraced. As one inclusive education advocate notes, “adaptive technologies help bridge the gap and ensure accessibility” for students with special needs.
These tools allow children to participate in activities they might otherwise be excluded from, boosting their confidence and learning.
Push for a personalized learning plan
While private schools might not offer an IEP (Individualized Education Program) like public schools do, they can still create a document that outlines your child’s needs and the agreed-upon accommodations.
It might be called a “learning support plan” or “individual learning plan.” Insist on having something in writing. This helps in a few ways: (1) It ensures all teachers are on the same page about what your child gets (extra time, etc.), (2) It’s a record you can share if new teachers come in or if you transfer to another school, and (3) It serves as a benchmark to review progress.
In developing this plan, include any specialists who work with your child, and of course your input and your child’s input if appropriate. Make the plan specific. For example, instead of “John will get support in reading,” write “John will receive 50% extended time on in-class and standardized tests; he will use a laptop for all written assignments; teachers will provide him written copies of lecture notes; he will meet the learning support teacher twice weekly for remediation in reading fluency.” The more concrete, the better.
Research shows that personalized plans make a difference. Tailoring teaching strategies to a child’s unique profile can bring out their potential in ways a generic approach can’t,
If your school has never made one for a student, you might even volunteer to draft a first version based on the evaluator’s recommendations. It can be as simple as a one-page summary of “Strengths, Challenges, and Strategies/Accommodations for [Child’s Name].” Schools are often quite willing to implement accommodations, especially if they see the parents are informed and persistent (and if it means the child will stay and succeed at the school rather than leave).
Know what support the school can and cannot provide
Some private and international schools have robust learning support departments with trained specialists, while others explicitly state they’re not equipped for special education beyond mild accommodations. It’s important to have an honest understanding of your school’s limits. If your child has significant needs (for example, requires occupational therapy for fine motor issues, or a reading specialist daily), you’ll likely need to arrange those outside of school. However, the school should still cooperate by accommodating scheduling (maybe allowing the child to arrive late once a week due to morning OT sessions, etc.).
In extreme cases, if the school truly cannot meet the needs, you may face a tough decision about whether to find a more supportive school environment. But in many cases, with some reasonable accommodations, students with learning differences can thrive in mainstream private schools. It often comes down to the willingness of the administration and teachers to adapt.
Inclusive learning environments benefit everyone
Encourage the school to view accommodations not as a burden but as part of good teaching. Inclusive learning environments benefit everyone – when teachers present information in multiple ways (visual, auditory, etc.), all students, not just those with diagnosed differences, learn better. Classmates also learn empathy and teamwork when they see that some students get different supports.
Modern educational philosophy recognizes that diversity in learning is normal and expected. As one international school article put it, “By integrating special needs children into mainstream classrooms and tailoring teaching strategies to meet diverse learning styles, we can help them flourish alongside their peers. This shift away from segregation toward inclusion fosters greater understanding, empathy, and respect among all students.”
In practice, this could mean your child with ADHD gets to stand at the back of the class during lessons to quietly pace (instead of being forced to sit and then getting yelled at for fidgeting), which might incidentally make that class more dynamic for others too.
Advocate continually for School Accommodations
Be prepared to advocate continuously. Getting the plan in place is a big milestone, but the journey isn’t over. Each year – and each new teacher – might require reiterating your child’s needs. Keep communication lines open. If a problem arises (say a teacher “forgets” to give extended time on a quiz), address it promptly with a polite reminder of the agreed accommodation.
Your child will also learn to self-advocate in time, which is the ultimate goal. For instance, a high schooler might learn to email their teachers at the start of the term to say, “Hi, I just wanted to let you know I have dyslexia and have an accommodation for using audiobooks and extra test time. I’ll work with the learning support coordinator to arrange this, but I appreciate your support as well.” This kind of initiative can be game-changing in ensuring they get what they need, especially as they prepare for the independence of college.
In summary, navigating accommodations in private or international schools is about collaboration, customization, and communication. There are many tools and strategies available – from high-tech software to simple scheduling changes – that can make a world of difference for your child. By advocating for a personalized approach and holding the school accountable to it, you’re teaching your child that their differences don’t have to hold them back. Instead, with the right support, those differences can be managed and even leveraged as strengths.
Helping Your Child Succeed Beyond School
As your child grows and eventually moves beyond the structured environment of school, your role shifts from hands-on advocate to helping them become their own best advocate. It’s a rewarding transition. This final section looks at preparing for university and adulthood with learning differences, and why the work you’re doing now (identifying and supporting your child early) will pay off for years to come.
Smooth the path to university accommodations
If your child is aiming for a top university, rest assured that colleges, especially in the US, UK, and many other countries are quite accustomed to supporting students with learning disabilities and ADHD. The key is documentation and self-advocacy. Make sure that by the time they’re in their last year of high school, you have up-to-date documentation of their diagnosis (most universities require a relatively recent evaluation, often within 3-5 years).
Help your child learn how to register with the university’s disability or accessibility office as soon as they enroll. This typically involves submitting that documentation and meeting with a disability services counselor to set up accommodations for classes.
Common accommodations in University might mirror those in high school: extra time on exams, a quiet room for tests, note-taking assistance, priority course registration, reduced course load, etc., depending on the needs.
The difference is the student will need to request and implement these – not the parent. That’s why it’s so important during high school to gradually have your child take the lead in discussions about their support. Perhaps in junior year you have them lead part of the meeting with teachers about their accommodations.
Also, if standardized tests like the SAT, ACT, or others are in your child’s future, plan early to request accommodations for those. The process can take time and requires documentation.
Getting, say, 50% extra time or the ability to use a computer on the essay can make a significant difference in performance, allowing your child to truly reflect their knowledge. Many international school students aren’t aware they can apply for these – but they absolutely can and should if eligible.
Emphasize coping strategies and skills, not just school accommodations
Beyond the formal supports, ensure your child has learned strategies to cope with their challenges. For example, a student with dyslexia heading to university should ideally know how to use text-to-speech software effectively, or how to approach reading heavy material by skimming first, taking notes, etc.
A student with ADHD should have some toolkit for staying organized – maybe they use a planner app religiously, or have learned to break assignments into smaller chunks. These personal strategies will carry them through when there isn’t a teacher hovering to check their homework.
If your child has been working with learning specialists or therapists, they likely have been teaching these skills along the way. Still, a refresher life-skills course (sometimes called “executive function training” or study skills coaching) before college can be helpful. Some families even enroll their teens in summer programs that teach teens with ADHD/LD how to handle college.
If that’s not feasible, spend time as a family talking through scenarios: How will you manage a deadline when you have three papers due the same week? What’s your plan for staying focused in a 2-hour lecture? Encourage your child to problem-solve these with you now, while the stakes are lower.
Recognize the long-term impact of early intervention
If you’ve gotten this far, you’ve already done your child a huge service by identifying their learning needs early (or at least earlier than adulthood). Research consistently shows that early support improves long-term outcomes for children with learning disabilities.
By addressing issues when a child’s brain is still developing and pliable, you help them build skills or workarounds that become second nature. Early intervention can prevent a cascade of negative effects like chronic low self-esteem or aversion to school. One researcher noted that undiagnosed learning disabilities often lead to secondary problems like anxiety, depression, or disruptive behavior – but intervening early can “prevent these secondary challenges from becoming ingrained in a child’s experience.”
In simpler terms, catching it early means your child is less likely to view themselves as “broken” or “stupid” – they learn that they simply learn differently, and they see a path to success with the right help.
Even if your child was diagnosed later, don’t underestimate the positive trajectory you’re setting now. Many individuals don’t learn about their dyslexia or other condition until well into adulthood and often say they wish they had known, as it would have saved them years of confusion or self-doubt. Your child, by contrast, will head into higher education and the workplace armed with self-knowledge.
They will know their strengths (perhaps creativity, problem-solving, oral communication) and their weaknesses (maybe reading speed, attention to detail, etc.), and most importantly, they will know how to leverage the former and mitigate the latter. That self-awareness is a huge predictor of success.
Alexander Bentley-Sutherland is the CEO of Global Education Testing, the leading provider of Learning Development Testing tailored specifically for the International and Private School community worldwide.