* Extended time on exams: More time to complete tests and assignments.
* Alternative formats for assignments: Allowing oral presentations instead of written papers, or using assistive technology.
* Use of assistive technology: Text-to-speech software, speech-to-text software, etc.
* Different assessment methods: Oral exams instead of written exams, or different types of assignments.
Colleges understand that learning a foreign language can present challenges for students with dyslexia, but the foreign language requirement is often viewed as a crucial part of a well-rounded education. A student with dyslexia would need to demonstrate to the college's disability services office that they have a significant learning disability that would prevent them from successfully completing the requirement, even with accommodations. Simply having dyslexia is not sufficient. The burden of proof usually rests with the student to show that they have explored all reasonable accommodations and that the requirement remains insurmountable. Many colleges work with students to find suitable accommodations that allow them to fulfil the requirement.
It's crucial for a student to contact their college's disability services office or relevant department to discuss their situation and explore available options. They should provide documentation of their dyslexia diagnosis and discuss potential accommodations. The final decision regarding a waiver rests with the college.