• ICT tools and aids for students with dyslexia:
  • You can use text-to-speech software such as Kurzweil, TextAid or Balabolka.
  • There is also speech-to-text software, such as Dragon Naturally Speaking.
  • The conversion tool Robotekst converts non-accessible digital files into accessible information.
  • Digital and other dictionaries.
  • Text editor: use a ‘basic’ text editor to avoid distractions. The ‘Outline’ function, found under the ‘View’ tab in Microsoft Office® Word, can help you organise text for a paper or thesis in a more structured way.
  • The institution where you are enrolled may have specific computers with ICT tools and aids for dyslexic students. See if you can find more information about this.
  • The ‘Mind Mapping’ technique can help you organise and summarise information. Examples of Mind Mapping software are bubble.us, Coggle and Mindmaster.
  • Textbooks from Dedicon, provided in adjusted form. Dedicon has a collection of over 7,500 accessible textbooks for students at research universities and universities of applied sciences, for instance in spoken form or with enlarged print.
• ICT tools and aids for students with dyscalculia:
  • Calculator (possibly with speech function). A calculator that keeps the operations you enter visible on the screen is often recommended. Calculators with a speech function are also available, such as Doublecheck. See www.vlibank.be. The latest version of Kurzweil also includes a text-to-speech calculator.
  • Formula chart or maths table.
• Computer
  • Personal laptop: a laptop with the right font, size, colours and lay-out for your needs.
  • Reserving a computer: you may be able to reserve a computer with permanent settings and software adjustments from your educational institution.

If you have difficulty with reading, writing or maths, you can request facilities from the Examination Board via the academic career counsellor, such as:

• Exemptions: request an exemption for certain courses/modified assignments.
• ICT tools and aids during exams: use the available ICT tools and aids when you take exams.
• Testing facilities, such as:
  • An alternative form of testing: if your test involves a written assignment, ask whether you can do this assignment in another form, such as by giving an oral presentation.
  • Using a calculator (when performing the calculations is not the learning objective in and of itself).
  • Extra time.
  • Not deducting points for mathematical and/or spelling errors.
  • Using a number line, strategy cards or maths reference folder.
  • Individual space (so you can say the calculations out loud as you perform them).
  • Content: ask if it is possible to reduce the number of questions on a test or exam. Lecturers can use an assessment matrix for this purpose.
• Planning: guidance or support with task-oriented planning or making a study schedule, provided by the study adviser or study counsellor.
• Mentor/tutor/lecturer: ask if you can get extra support from an assigned lecturer/tutor/mentor.

Your educational institution may offer one or more of the following training options:

• A course on how to process information: take a course that teaches you how to process information. Most educational institutions offer this kind of course. Examples are: study skills, thesis skills, learning to study and studying effectively.
• Dyslexia support: ask if your institution offers dyslexia support, or perhaps skills/training courses.
• Support in connection with reading and learning. Educational institutions often provide in-house courses in this area.
• Training for using aids: your educational institution may offer a training course on how to use digital accommodations or software. Ask your student counsellor, study adviser or academic career counsellor about this.

• Copying notes: ask a classmate or lecturer if you can copy their notes (ask this ahead of time, so the person can make sure the notes are legible for you as well).
• Getting lesson material from the lecturer: you can ask the lecturer to send you notes, PowerPoints, sheets or articles from their lecture ahead of time. When you already have this material ready, you are better able to focus on the lecturer during class.
• After class: it is possible to ask questions or request explanations after class (potentially by email).
• Visual and auditory support: ask your lecturer if there is a way they can provide additional visual and auditory support. Ask for video clips, PowerPoints, tables, images, spoken text and so on.
• Front-row seat: choose a seat at the front of the classroom, so you will have fewer distractions.
• Digital calendar: use a digital calendar to immediately record any important information or appointments.

• Advice: ask for advice on supervision at the internship. This might, for instance, involve what you should tell the supervisor about your disability, things the internship company should be aware of and how to make the supervision as effective as possible in your specific case.
• Talk about it: tell your supervisor about your disability.
• Agreements: make agreements concerning expectations/possibilities/limitations at your internship. Your educational institution can help you with this as well.
• Necessities: clearly communicate what you need at your internship; do this in a positive way.
• Internship progress meetings: schedule extra internship progress meetings with your internship supervisor and internship lecturer.
• Learning objectives: before you begin looking for an internship, write down your learning objectives, your ambition, which tools/aids you need and your areas for attention, so that you have a clear picture of these things.