My DD10 has been diagnosed with a reading/writing disability - the tester referred to her as having "Stealth Dyslexia," and the descriptions of stealth dyslexia that I've read do fit her perfectly. She was also identified as profoundly gifted.

After homeschooling for 2 years, she has started back at a very highly regarded small private school. They don't specialize in 2E, but they have had 2E kids in the past, and expressed a lot of willingness to work with us.

I wasn't sure we would need much in the way of accommodations..but now just a few weeks in I can see we might! She is struggling under the heavy homework load. Of course the hardest parts are those requiring lots of writing, and anything involving spelling. Plus she is really enthusiastic about learning Spanish - but the spelling is tricky there for her too. Before school started the counselor suggested we meet a few weeks in to discuss what if anything she would need.

Anyone else in this boat? I'm wondering what kind of accommodations you find the most helpful? I'm thinking mostly about
-reducing her writing load. (Can we skip the complete sentences for vocab words, or let her dictate those to the computer?)
-not make her write out her work for every single math problem - maybe one in each section? She does most of her math in her head and always has.

Not sure what else.....

Thanks!
(and forgive the cross-post!)

1. Reduced work load: complete minimum number of items sufficient to show mastery, key items only, short answer responses instead of full sentences (except when written expression is the instructional focus). Standards-based grading (i.e., on outcomes only, not on all the busy work and broken-down intermediate steps so prized by teachers). Maximum 50 minutes of homework per night; parent sign-off on remaining work when time limit has been reached.
2. Extended time to complete assignments and assessments, especially those with lengthy or complex reading or writing requirements.
3. Except when spelling is the focus of instruction, do not penalize for spelling, as long as writing is intelligible.
4. Assistive technology (word processing, speech-to-text software, spellcheck/word prediction software).
5. Supplementary oral assessment to clarify and extend written responses.
6. Alternate assessments or assignments to show mastery of content or skill, such as performance tasks, visual presentations, demonstrations. (e.g., make a powerpoint or video clip instead of a written report, demonstrate a skill instead of taking a written test about it, illustrate Spanish vocabulary words with mini-comics instead of sentences [a la Diary of a Wimpy Kid])