Adapting Assignments for Students with Learning Disabilities: A Practical Guide for Primary Teachers

Introduction: Homework, a moment of suffering for some families

“Teacher, can we not have homework tonight?” You hear this phrase regularly from some students. And behind this request often lies a painful reality: for children with learning disabilities, homework at home is a torment.

Imagine Lucas, a dyslexic 2nd grader. At school, he has already put in a colossal effort all day to keep up. In the evening at home, when his classmates take 20 minutes to do their homework, he spends 1.5 hours, struggling with the dancing letters, crying in frustration. His parents are exhausted, the parent-child relationship deteriorates around homework, and Lucas ends up hating school.

Or think of Emma, a dyspraxic 4th grader. Writing 10 lines for her is like running a marathon. Her writing homework physically hurts her, her hand aches, and the result never reflects the intelligence of her ideas.

Homework, intended to consolidate learning, becomes a factor of failure and suffering. But this is not a fatality! There are simple and effective adjustments that allow students with learning disabilities to do their homework under fair conditions, without exhausting the whole family.

In this article, we will explore how to adapt homework so that it remains beneficial without being destructive: duration, quantity, format, tools, and communication with families. Concrete strategies that you can implement starting tomorrow.

Understanding the problem: why is homework so difficult?

The double penalty for students with disabilities

A student with learning disabilities experiences a “double penalty”:

At school (6 hours a day):

• They exert cognitive effort 2 to 3 times greater than others to keep up
• They constantly compensate for their difficulties
• They use all their attentional strategies
• They arrive exhausted at 4:30 PM

Then, at home:

• They are asked to do homework in the same subjects where they struggle
• They are already exhausted from their day
• They have no cognitive resources left
• Homework takes them 2 to 3 times longer than others

Result: Cognitive overload, frustration, devaluation, family conflicts, rejection of school.

The types of difficulties according to the disorders

Dyslexia / Dysorthographia:

• Reading instructions takes a ridiculous amount of time
• Rereading the lesson is exhausting
• Written exercises are laborious
• Memorizing the spelling of words is very difficult

Dyspraxia / Dysgraphia:

• Writing by hand is painful and slow
• Copying lessons is a torment
• Writing exercises are discouraging
• The result does not reflect intellectual capabilities

Dyscalculia:

• Math exercises generate a lot of anxiety
• Multiplication tables cannot be memorized
• Calculation homework takes an infinite amount of time

ADHD:

• Getting started on homework is difficult (procrastination)
• Staying focused alone at home is very complicated
• Homework time drags on with multiple breaks
• Forgetting their notebook or supplies is common

Dysphasia:

• Understanding complex written instructions is difficult
• Formulating constructed written responses is complicated
• Homework on conjugation or grammar is very costly

The impact on families

Homework for children with disabilities often creates:

• Repeated conflicts: shouting, crying, punishments
• Parental exhaustion: parents become frustrated “home teachers”
• Devaluation of the child: “I’m useless, I can’t do it”
• Excessive time: 2-3 hours of homework instead of 30 minutes
• Sacrifice of leisure: No time to play, do sports, see friends
• Deterioration of the relationship: The parent-child relationship revolves around homework

Your role as a teacher is crucial: adapting homework can transform this situation.

Fundamental principle: Equity vs Equality

Equality: giving the same thing to everyone

“All students have 10 math exercises and a poem to learn.”

Result for the dyslexic student: 10 exercises take him 2 hours instead of 30 minutes, the poem does not stick in memory despite 1 hour of repetition. Total: 3 hours of homework, exhaustion, failure.

Equity: giving each person what they need to succeed

“Students have 10 math exercises. Lucas (dyslexic) does 5, but with the instructions read by a parent. He learns the poem by listening to an audio recording and must recite it (not write it).”

Result for Lucas: 45 minutes of homework, he succeeds, he learns, he does not cry, the relationship with his parents is preserved.

Equity is not an injustice to other students. It is giving everyone the conditions for success.

Strategy 1: Adjust the amount of work

The principle of quantitative reduction

For a student with disabilities, doing less but well is better than doing everything but poorly (or not doing it at all due to discouragement).

Examples of quantitative adaptations:

Application exercises:

• Class: 15 exercises
• Dyslexic student: 8 exercises (those that cover all concepts)
• Educational objective achieved: The concept is worked on and understood

Writing assignments:

• Class: Write 15 lines
• Dyspraxic student: Write 8 lines (or 15 lines dictated to a parent who writes)
• Educational objective achieved: Ability to structure ideas and construct a text

Poetry:

• Class: Entire poem (4 stanzas)
• Student with memory disorder: Only 2 stanzas, or the entire poem but with more time (2 weeks instead of 1)
• Educational objective achieved: Work on memorization and expression

Lessons to review:

• Class: 3 pages of lessons
• Dyslexic student: 1 page (the essentials), or the 3 pages in audio version
• Educational objective achieved: Memorization of key concepts

How to decide on the reduction?

General rule: Homework time should not exceed:

• CP-CE1: 15-20 minutes maximum
• CE2-CM1: 30 minutes maximum
• CM2: 45 minutes maximum

If a student with disorders systematically exceeds these durations, it needs to be adapted.

Testing method:

1. Give the adapted (reduced) homework for 2 weeks

2. Assess whether the student masters the concepts worked on

3. If yes: the adaptation is good

4. If no: it is not a quantity problem, it is something else (need for additional help, concept not understood)

Communicate the reduction to families

Document to provide to parents:

“For Lucas, the homework is adapted in quantity:

• Mathematics: Do the exercises highlighted in yellow on the sheet (instead of all)
• French: Do the exercises from 1 to 5 (instead of 1 to 10)
• Poetry: Learn the first 2 stanzas (stanzas 3 and 4 optional)
• History lesson: Read only the summary box on page 32 (or listen to the attached audio recording)

These adaptations allow Lucas to work on the same concepts as his classmates, in a reasonable time and without exhaustion.”

Result: Parents know exactly what to do, no ambiguity, no guilt.

Strategy 2: Adapt the format of homework

Diversify the modalities

Instead of only written homework, offer alternatives:

For reading:

• Traditional: Read 3 pages of the book
• Adapted: Listen to 3 pages in audio (audiobook or parent reading) OR read 3 pages in adapted version (syllabicated, Dyslexia font)

For learning lessons:

• Traditional: Reread the written lesson
• Adapted: Listen to the audio recording of the lesson OR watch an explanatory video OR review with a mind map OR question the child orally (parent asks questions)

For written production:

• Traditional: Write a text by hand
• Adapted: Dictate the text to a parent who writes OR type on a computer OR record the text orally OR make a shorter text but on the keyboard

For exercises:

• Traditional: Complete the written sheet
• Adapted: Respond orally (parent writes the answers) OR use a fill-in-the-blank sheet with less writing OR do the exercises on a computer

Digital homework: an asset for DYS

Digital tools allow:

1. Autonomy: The student can do their homework alone with compensatory tools (text-to-speech, word prediction, spell checker)

2. Motivation: Digital supports are often more playful and engaging

3. Compensation for difficulties: The keyboard compensates for dysgraphia, text-to-speech compensates for dyslexia

COCO THINKS and COCO MOVES: The ideal tool for adapted homework

The program COCO THINKS and COCO MOVES is perfect for homework at home:

Why is COCO suitable for homework?

1. Total autonomy: The child can do their exercises alone, the instructions are clear (audio + visual)

2. Controlled duration: You can set 15-20 minutes of COCO as homework, and the app manages the time

3. Integrated active breaks: Even during homework, the child moves every 15 minutes, which is perfect for ADHD

4. Automatic adaptation: The difficulty adapts to the child’s level, they are neither failing nor bored

5. Immediate feedback: The child knows right away if they are correct or incorrect, they can correct themselves

6. Multi-domain: Math, French, logic, memory, attention – all primary school subjects

Example of homework with COCO:

“Evening homework: Do 20 minutes of COCO on the tablet, domain ‘Mental calculation’ or ‘Reading’. The application will automatically impose a sports break.”

Benefits:

• The child really works (serious educational games)
• He never exceeds the allotted time
• He does not get exhausted (active breaks)
• Parents do not have to “police” or help
• It is motivating and playful

Strategy 3: Provide suitable materials

Modified homework materials

Don’t just give less homework, also provide homework in an accessible format:

Adapted exercise sheets:

• Adapted font: Arial or Comic Sans 14
• Minimum line spacing 1.5
• Short and numbered instructions (chunking)
• Generous spaces to write answers
• Highlighted keywords in color

Adapted lessons:

• Audio version: Record yourself reading the lesson (5 minutes of effort for you, huge benefit for the student)
• Video version: Use existing educational videos (Lumni, YouTube)
• Mind map version: Transform the linear lesson into a visual mind map
• Simplified version: A summary in 5-6 key points instead of 2 pages

Adapted poems:

• Syllabic version: In alternating colors
• Audio version: Recording of you or a student reading the poem
• Illustrated version: With images for each stanza (helps with memorization)

The adapted notebook

For students with ADHD or disorganized, the classic notebook is a nightmare.

Solutions:

The shared digital notebook:

Use a tool like Klassroom, Pronote, or a simple shared Google document where you note the homework. Parents have real-time access.

The pre-filled notebook:

For some students, provide a notebook that is already filled in (you have noted the homework yourself). The student glues it into their notebook or puts it in their bag.

The color system:

• Green: No homework today
• Orange: Light homework (less than 20 min)
• Red: Normal homework (30 min)

The child immediately visualizes the workload.

The visual checklist:

Instead of a written list, provide a checklist with pictograms:

• ☐ 📖 Read pages 12-15
• ☐ ✏️ Exercises 3, 4, 5
• ☐ 🎵 Learn the poem stanza 1

Strategy 4: Time and organization

The maximum time rule

Establish a clear rule with parents:

“If the homework takes more than [durée adaptée au niveau], you stop and write me a note. I will not penalize the child, I will take this as information on what still needs to be adapted.”

Example of a note from parents:

“Lucas worked for 45 minutes on the math exercises but only completed the first 5. He was exhausted, we stopped.”

Your response:

“Thank you for the information. From now on, Lucas will only do exercises 1, 3, 5, 7, and 9 (instead of all). This should take 20-25 minutes.”

The optimal time for homework

Advise parents:

NOT immediately after school: The child is exhausted from their day, their cognitive resources are at zero.

The right timing:

1. Return from school: Snack + break (running outside, playing, moving) – 30-45 minutes

2. Homework: When the child has regained energy – maximum 20-30 minutes

3. Break: If needed, a 10-minute break between subjects

4. Finish before dinner: So that the evening remains a time for family relaxation

For students with ADHD: Break it down even more:

• 10 minutes of homework
• 5 minutes of active break (running, jumping)
• 10 minutes of homework
• It’s done!

Strategy 5: Communication with families

The personalized homework contract

For each student with disorders, establish a homework contract co-constructed with the parents and possibly the speech therapist.

Example of a contract for Lucas (CE2, dyslexic):

📋 HOMEWORK CONTRACT – Lucas

Objective: Allow Lucas to consolidate his learning without exhaustion.

Maximum duration: 30 minutes per evening

Adaptations implemented:

Mathematics:

• Reduced exercises (highlighted in yellow on the sheet)
• Multiplication tables: review with the COCO app instead of writing

French:

• Reading: Pages in syllabic or audio version
• Poetry: Learning by listening to audio + oral recitation (no writing)
• Exercises: Quantity reduced by half

Lessons to review:

• Audio version provided by the teacher
• Review through oral questioning (parent asks questions)

Authorized tools:

• Computer for writing
• Text-to-speech for reading
• COCO app for fun revisions

Role of parents:

• Read the instructions to Lucas if needed
• Time the 30 minutes and stop afterwards
• Note a message if Lucas is struggling

Evaluation: We review every 3 weeks to adjust if necessary.

This contract will be sent to the speech therapist and will be integrated into Lucas’s PAP/PPS.

The adapted liaison notebook

To facilitate daily communication:

Standard page of the liaison notebook:

Date: ___________

Assigned homework: [Vous les notez]

• Maths: Ex 3, 5, 7
• French: Read p. 12-13 in audio

Parents’ feedback:

☐ Homework completed in ______ minutes

☐ Difficulties encountered: _______________

☐ Everything went well

Your feedback the next day:

“Thank you! Great job Lucas!” or “I will adapt again, we will discuss it.”

The adjustment meetings

Schedule regular check-ins:

• Beginning of the year: Meeting with parents to establish the contract
• Every 3-4 weeks: Quick check-in (15 min) to adjust
• In case of difficulty: Exceptional meeting

Questions to ask parents:

• How long do the homework take?
• What types of homework pose the most problems?
• Does the child refuse to do certain homework?
• How is the atmosphere during homework?
• What tools do you use that work well?

Strategy 6: Alternative homework

Offer different homework, not just less

Sometimes, it’s not just about reducing the quantity, but about changing the very nature of the homework to suit the student’s strengths.

Examples of alternative homework:

Instead of: “Write 10 sentences in the passé composé”

Propose to the dyspraxic student: “Record yourself saying 10 sentences in the passé composé. Send me the audio or let me listen to it tomorrow.”

→ Same educational objective (mastery of the passé composé), adapted modality

Instead of: “Learn the history lesson pages 34-36”

Propose to the dyslexic student: “Listen to the audio version of the lesson (attached file) twice, then explain to your parents in your own words what you understood.”

→ Same objective (memorization), adapted modality

Instead of: “Complete the geometry worksheet (10 drawing exercises)”

Propose to the dyspraxic student: “Do exercises 1, 3, and 5 on the computer with GeoGebra” (geometry software)

→ Same objective (understanding geometric properties), adapted modality

Instead of: “Read chapter 3 of the novel”

Propose to the very dyslexic student: “Listen to chapter 3 in audiobook OR Read the summary of the chapter that I prepared for you (1 page instead of 10)”

→ Adapted objective: access the story without exhaustion

Homework “à la carte”

For some students, propose a choice system:

Homework menu – Maths (CE2):

You must earn 5 points from these activities:

• Complete exercises 1 to 5 from the worksheet = 3 points
• Complete exercises 6 to 10 from the worksheet = 3 points
• Play COCO, calculation domain, 15 minutes = 2 points
• Review multiplication tables with an adult = 2 points
• Invent 3 math problems and solve them = 3 points

Result: The dyspraxic student can choose COCO (2 points) + review tables (2 points) + invent 1 single problem orally (1 point) = 5 points, without having to write!

Training to better adapt: DYNSEO training

To deepen your skills in adapting homework and supporting students with disorders, DYNSEO offers two essential training courses:

Training: Supporting students with learning disorders

Access the training

This training allows you to:

• Understand the impact of disorders on homework at home
• Master the different types of adaptations (quantity, format, supports)
• Learn to communicate effectively with families
• Discover digital and concrete tools to adapt homework
• Create personalized homework contracts

Training: DYS disorders: identify and adapt

Access the training

This training particularly addresses:

• The specificities of each DYS disorder and their impact on homework
• How to develop adapted homework by type of disorder
• Collaboration with families and professionals (speech therapists, occupational therapists)
• Compensation tools to recommend to parents

Testimonials: when homework becomes possible

Testimonial from Mrs. Dubois, mother of Tom (CM1, ADHD)

“Before, homework was hell. We shouted, Tom cried, it lasted 2 hours. Since the teacher adapted – reduced homework, short format, possibility to use COCO – everything has changed. Tom does his homework in 25 minutes, he is proud of himself, and our evenings have become pleasant again. I didn’t think it was possible.”

Testimonial from Clara, CM2, dyslexic

“I hated homework before. There was too much to read, and I spent my entire evenings on it. Now, my teacher gives me audio versions of the lessons and I do fewer exercises, but I do them well. I understand just as well as others, but it takes me less time. And I have time to dance after school!”

Testimony from Mr. Legrand, CE2 teacher

“At first, I was afraid that reducing homework would mean ‘lowering expectations’. But in fact, it’s the opposite. When Lucas does 5 well-done exercises instead of 10 poorly done while crying, he really learns. And the parents thank me for making their evenings livable. I don’t understand why I didn’t do it before.”

Errors to Avoid

Error 1: “If I reduce for one, I must reduce for all”

False! Equity is not equality. A student who takes 3 hours to do homework meant for 30 minutes NEEDS an adaptation. The others do not.

Response if a parent complains: “I understand your concern. Lucas has disorders that make the same homework take him 3 times longer. Adapting it gives him the same chances to succeed. Your child does not need this adaptation, so they do the normal amount.”

Error 2: Adapting without telling the child

Bad practice: You give a sheet with fewer exercises without explaining why. The child feels “different” and does not understand.

Good practice: “Lucas, you will do the highlighted exercises. It’s normal, it’s what we decided together so you can succeed without being too tired. The others do more exercises because they need more practice. You need less but done well.”

Error 3: Leaving parents to manage on their own

Bad practice: “Adapt the homework as you wish at home.”

Result: Parents do not know what they are allowed to do, feel guilty, or on the contrary, do nothing.

Good practice: Give clear instructions: “For Lucas: only do exercises 1, 3, 5. If it’s too much, stop after 20 minutes and let me know.”

Error 4: Never re-evaluating adaptations

Bad practice: You implement adaptations in September and never re-evaluate them.

Result: Either the adaptation is no longer necessary (the child has progressed), or it is no longer sufficient (new difficulties).

Good practice: Check-in every 6 weeks with the parents to adjust.

Action Plan: Adapting Homework in 4 Weeks

Week 1: Identify Students Who Need It

Day 1: List the students who have identified disorders (PAP, PPS, PPRE) or who are consistently struggling with homework.

Days 2-5: Contact the families of these students: “How is homework going at home? How long does it take? What difficulties?”

Week 2: Create Adaptations

Day 1: For each identified student, decide on the type of adaptation needed:

• Quantitative reduction?
• Different format?
• Adapted materials?
• All of the above?

Days 2-5: Prepare the adapted materials:

• Sheets with highlighted exercises
• Audio versions of lessons (record yourself, 5 min per lesson)
• Documents with adapted fonts

Week 3: Implement and Communicate

Day 1: Quick meeting (or phone call) with each family to explain the adaptations and give the “homework contract”.

Days 2-5: Launch the adapted homework. Ask for quick daily feedback in the communication notebook (duration, difficulties).

Week 4: Adjust

Days 1-3: Analyze the feedback. Is homework still taking too long? Reduce further. Is it going well? Continue.

Days 4-5: Check in with families: “How is it going now? Is it better?”

Beyond: Adjustment Routine

Every month: Mini-check-in with the concerned families (5 min at the end of the day or by phone).

Every quarter: More formal meeting to re-evaluate adaptations and possibly modify them.

Conclusion: Homework That Helps, Not Harms

Homework should never be a source of suffering. Their purpose is to consolidate learning, not to discourage students and exhaust families. For children with learning disorders, traditional homework is often counterproductive: they spend so much time and energy that they learn nothing and end up hating school.

Adapting homework is not lowering expectations. It is allowing ALL students to consolidate their learning under equitable conditions. When dyslexic Lucas does 5 well-done exercises instead of 10 poorly done in tears, he truly learns. When dyspraxic Emma dictates her text instead of writing it painfully, she really develops her writing skills.

The six strategies presented – adapting quantity, format, providing accessible materials, managing time, communicating with families, and offering alternative homework – are simple to implement and radically transform the homework experience.

Remember: A child who succeeds in adapted homework learns. A child who fails in inappropriate homework learns nothing and becomes discouraged. Your power to adapt can change a student’s academic trajectory.

So, ready to transform homework in your class? Start with one or two students this week, test, adjust, and you will see the difference. The smiles of the children and the gratitude of the parents are well worth the effort!

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Resources for Further Exploration:

• COCO THINKS and COCO MOVES Program – Ideal for fun and adapted homework
• Training: Supporting Students with Learning Disorders
• Training: DYS Disorders: Identifying and Adapting

Homework should be a learning moment, not a moment of suffering. You have the power to transform this. Use it!