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The Texas Education Agency (TEA) defines accommodations as changes to materials or procedures that enable students to participate meaningfully in learning and testing. Accommodation policies may apply to any student taking the State of Texas Assessments of Academic Readiness (STAAR®) depending on his or her needs and whether the student meets the eligibility criteria, as applicable.

Some students with dyslexia and dysgraphia might benefit from accommodations such as text-to-speech, a technology that enables human speech to be converted automatically into text, and/or speech-to-text, an assistive technology that reads digital text aloud.

In order for accommodations to be allowable on STAAR testing, the student must use them routinely and effectively in the classroom.

Access the TEA Accommodation Resource page here.

This site is designed to help parents discover and understand the accessibility features available in the digital tools their children use every day. By exploring these resources, you can better support your child’s learning and ensure they have the tools they need to succeed. Whether it’s navigating our Learning Management System or using productivity applications, we’re here to help every student thrive.

The iPad can be customized with accessibility features that help you use the iPad with greater independence. There are many different settings to personalize your iPad to fit your learning needs; vision, physical and motor, hearing, and general.

Google Workspace offers a range of accessibility tools, such as voice typing in Docs, screen reader support, and closed captions in Slides and Chrome, to support users with diverse needs. These features enhance usability by enabling text-to-speech, voice commands, and visual aids for improved learning and productivity.

Microsoft Office 365 offers powerful accessibility tools like Immersive Reader and Dictation to support diverse user needs. Immersive Reader enhances reading comprehension with features such as text-to-speech, customizable fonts, and line focus. Read Aloud reads text aloud to help with comprehension and proofreading, making it easier to engage with content. Dictation enables hands-free text entry by allowing users to type using their voice, promoting productivity and accessibility.

Canvas offers several accessibility tools to help students engage with course content more effectively. The Immersive Reader allows for text-to-speech, translation, and text customization for improved readability. High Contrast Mode enhances text visibility by adjusting the screen’s color scheme, making it easier for students with visual impairments to read. Additionally, student settings can be changed to underline all hyperlinks and the Notification Settings allow for customizing assignments, grades, and course updates to stay on track. These tools are designed to ensure all students have equal access to their learning experience.

Click here to access the FWISD Student Accessibility website.

The research is definitive regarding technology and instruction for students with dyslexia. When students have access to effective technology, their overall performance improves. Technology has many benefits for students with reading difficulties, but the opportunity to access rich content ranks at the top. Technology tools allow students with dyslexia to be equal participants in school-based learning experiences.

Technology provides a bridge between students' current skills and the tasks they must perform.

Click here to access the ESC Region 10 Technology Integration for Students with Dyslexia webpage.

Jocelyn, a FWISD fifth-grade student, has completed three years in her dyslexia instruction program, and her transformation is remarkable. Once a struggling student who disliked school, she has grown into an enthusiastic learner who excels academically and loves to read. This progress is reflected in her NWEA MAP scores, where she now ranks in the 99th percentile for growth and the 63rd percentile for achievement in reading!

Jocelyn’s journey began with significant challenges. She remembers needing a great deal of help and often feeling like she couldn’t succeed. However, with the support of her dyslexia program, she learned to overcome these obstacles. Reflecting on her progress, Jocelyn shared, “Dyslexia class helped me understand why I was struggling and helped me read when I couldn’t. I got better and better. I started reading words that most people can’t even sound out.”

The impact of this program extends beyond academics. Jocelyn’s confidence has soared, and her love for learning is evident. She now enjoys reading graphic novels and long chapter books and dreams of sharing her passion by reading to children and inspiring them to explore their emotions through stories. Her favorite saying, from a poster in her classroom, is, “It never gets easier, you just get better,” a sentiment that captures her perseverance and growth.

Jocelyn hopes to continue improving her spelling and writing in middle school. She also aspires to having a future in theater arts where she wants to act in school plays or write creative stories. Her advice to others starting a similar journey is both heartfelt and inspiring: “Keep going and never give up. Always keep trying because you never fail, even if you make mistakes. You can learn from them and get better.”

From a student who once needed “brain breaks” where she had to lay on the floor to manage mental fatigue, to someone who now reads confidently, Jocelyn’s story highlights the transformative power of a structured literacy intervention program coupled with dedicated educators. Her success reminds us of the importance of persistence, tailored support, and believing in every student’s potential.

audio of Jocelyn reading

video of Jocelyn reading

Thank you to Jocelyn's dyslexia teacher for helping her share her story!

Amy Montemayor, Director

Lori Melton, Dyslexia Specialist

Natalie Ibarra, Dyslexia Specialist

Tracy Macfarlane, Instructional Coach

113 Providers of Dyslexia Instruction!