Dyslexia Document Generation Skill

Purpose

Generate professional, standards-compliant documents for dyslexia support — including IEPs, 504 plans, progress reports, accommodation letters, screening checklists, evaluation summaries, and intervention documentation.

Cognitive Disorder Framing: All generated documents frame dyslexia as a neurodevelopmental cognitive disorder — a persistent, brain-based difference in phonological and orthographic processing (left temporoparietal cortex, VWFA, inferior frontal gyrus). Documents distinguish between remediation targets (skills expected to improve with structured literacy instruction) and bypass targets (persistent processing differences requiring permanent accommodation as cognitive prosthetics).

When to Use

Trigger this skill when the user mentions:

• "generate IEP", "create IEP", "write IEP", "IEP template"
• "504 plan", "create 504", "accommodation plan"
• "progress report", "progress monitoring report"
• "accommodation letter", "accommodation summary"
• "screening checklist", "dyslexia screener"
• "evaluation report", "psychoeducational evaluation"
• "intervention documentation", "RTI documentation"
• "prior written notice", "PWN template"
• "parent letter", "parent communication"
• "PAP template", "Plan d'Accompagnement Personnalisé", "remplir PAP", "modèle PAP"
• "PPS template", "Projet Personnalisé de Scolarisation", "dossier MDPH", "demande PPS"
• "aménagements d'examens", "demande tiers-temps", "circulaire du 17 juillet 2025", "Incluscol", "procédure simplifiée"
• "RQTH application", "dossier RQTH", "demande de reconnaissance travailleur handicapé"
• "ACNS template", "Adaptaciones Curriculares No Significativas", "PTI template", "Plan de Trabajo Individualizado"
• "informe psicopedagógico", "ACNEAE classification", "DEA documentation"
• "PAU adaptation request", "EBAU adaptation request", "EvAU adaptación", "adaptaciones PAU", "oposiciones adaptación"
• "locale=fr", "locale=es", "generate document in French", "generate document in Spanish"

Document Templates

1. Individualized Education Program (IEP)

Required Sections:

INDIVIDUALIZED EDUCATION PROGRAM

Student Information
├── Name, DOB, Grade, School
├── Disability Category: Specific Learning Disability (Dyslexia)
│   (Neurodevelopmental cognitive disorder — brain-based phonological/orthographic processing difference)
├── IEP Date, Annual Review Date
└── IEP Team Members (must include dyslexia-knowledgeable member)

Present Levels of Academic Achievement and Functional Performance (PLAAFP)
├── Current Performance Data
│   ├── Standardized assessment results (with dates)
│   ├── Curriculum-based measurement data
│   ├── Classroom performance observations
│   └── Grade-level comparisons
├── Impact of Disability
│   ├── How dyslexia (as a persistent cognitive processing difference) affects involvement in general education
│   ├── Specific academic areas affected
│   └── Functional impact (self-esteem, participation, independence)
└── Strengths and Interests

Measurable Annual Goals
├── Goal Area: Phonological Awareness / Decoding
│   ├── Baseline: [current performance]
│   ├── Goal: [measurable target with criteria and timeframe]
│   └── Measurement: [tool, frequency, criteria for mastery]
├── Goal Area: Reading Fluency
│   ├── Baseline → Goal → Measurement
├── Goal Area: Reading Comprehension
│   ├── Baseline → Goal → Measurement
├── Goal Area: Spelling / Written Expression
│   └── Baseline → Goal → Measurement
└── [Additional goals as needed]

Special Education Services
├── Service Type (e.g., Specialized Reading Instruction)
├── Methodology (e.g., Wilson Reading System, Barton)
├── Frequency (e.g., 5x/week)
├── Duration per session (e.g., 45 minutes)
├── Location (e.g., resource room, general education with support)
├── Start Date and End Date
└── Provider qualifications

Accommodations and Modifications
├── Classroom Accommodations
│   ├── Extended time (specify: 25%, 50%, or time-and-a-half)
│   ├── Preferential seating
│   ├── Reduced workload (specify how)
│   ├── Note-taking assistance
│   └── Audio recordings permitted
├── Testing Accommodations
│   ├── Extended time
│   ├── Read-aloud / text-to-speech
│   ├── Separate setting
│   ├── Alternative format
│   └── Scribe or speech-to-text
├── Technology Accommodations
│   ├── Text-to-speech software
│   ├── Speech-to-text software
│   ├── Spell-checker / grammar tools
│   └── Audiobooks / digital text
└── Homework Accommodations

Progress Monitoring
├── Tools and measures for each goal
├── Reporting frequency (minimum: with each report card)
├── Data collection methods
└── Decision rules for adjusting instruction

Transition Plan (if applicable, age 16+)
├── Postsecondary goals
├── Transition services
└── Self-advocacy skills development

Goal Writing Guidelines:

• Use SMART format: Specific, Measurable, Achievable, Relevant, Time-bound
• Include baseline data, target criteria, measurement tool, and timeframe
• Example: "By [date], given a list of 20 grade-level words containing taught syllable patterns, [Student] will decode with 85% accuracy as measured by weekly curriculum-based probes, improving from a current baseline of 45% accuracy."

2. Section 504 Plan

SECTION 504 ACCOMMODATION PLAN

Student Information
├── Name, DOB, Grade, School
├── Disability: Dyslexia
├── Basis for Eligibility (evaluation summary)
├── Plan Date, Review Date
└── 504 Team Members

Functional Limitations
├── How dyslexia substantially limits major life activity of reading/learning
├── Specific functional impacts in educational setting
└── Areas requiring accommodation

Accommodations
├── Instructional Accommodations
│   ├── [Specific accommodation]
│   ├── Implementation details (who, when, how)
│   └── [Repeat for each]
├── Testing Accommodations
│   ├── [Specific accommodation]
│   └── Implementation details
├── Environmental Accommodations
│   └── [Specific accommodation with details]
└── Technology Accommodations
    └── [Specific accommodation with details]

Implementation
├── Responsible staff for each accommodation
├── Training needs for staff
├── Communication plan
└── Emergency/substitute teacher procedures

Review and Monitoring
├── Annual review date
├── Method for evaluating effectiveness
├── Process for requesting changes
└── Grievance procedures and parent rights

3. Progress Monitoring Report

PROGRESS MONITORING REPORT

Student: [Name]     Report Period: [Date Range]
Grade: [X]          IEP Goal Area: [Specify]

Goal Statement: [Full measurable goal text]
Baseline: [Starting performance]
Target: [End-of-year target]

Data Summary
├── [Date] — [Score/Performance] — [Notes]
├── [Date] — [Score/Performance] — [Notes]
├── [Date] — [Score/Performance] — [Notes]
└── [Date] — [Score/Performance] — [Notes]

Progress Rating:
☐ Sufficient progress to meet annual goal
☐ Progressing but may not meet annual goal without changes
☐ Insufficient progress — instructional changes needed
☐ Goal met — consider new target

Trend Analysis: [Description of performance trend]

Instructional Adjustments: [Changes made or recommended]

Visualization: [Graph showing baseline, data points, trend line, and target]

4. Accommodation Letter

ACCOMMODATION NOTIFICATION

Date: [Date]
To: [Teacher(s)/Staff]
Re: Accommodations for [Student Name], Grade [X]

[Student] has been identified with dyslexia and has an active [IEP/504 Plan].
The following accommodations must be provided in your classroom:

[Numbered list of specific accommodations with implementation guidance]

Questions or concerns? Contact [Case Manager/504 Coordinator] at [contact info].

Important: These accommodations are [legally required under IDEA/Section 504].
Consistent implementation across all settings is essential.

5. Dyslexia Screening Checklist

DYSLEXIA SCREENING CHECKLIST

Student: [Name]    Grade: [X]    Date: [Date]
Completed by: [Name/Role]

FAMILY HISTORY
☐ Parent or sibling with reading difficulties
☐ Family history of dyslexia diagnosis
☐ Family history of speech/language delays

EARLY INDICATORS (PreK-K)
☐ Delayed speech development
☐ Difficulty learning letter names/sounds
☐ Trouble rhyming
☐ Difficulty with phonological awareness tasks
☐ Word retrieval difficulties
☐ Confusion with directional words

READING INDICATORS (Grades 1-3)
☐ Difficulty learning letter-sound correspondences
☐ Poor decoding of unfamiliar words
☐ Slow, labored oral reading
☐ Frequent guessing based on context or pictures
☐ Difficulty with sight word memorization
☐ Avoidance of reading activities

READING INDICATORS (Grades 4+)
☐ Slow reading rate despite adequate comprehension
☐ Poor spelling despite instruction
☐ Difficulty with multisyllabic words
☐ Reliance on context over decoding
☐ Written expression below oral ability
☐ Test performance below classroom performance

ASSOCIATED FEATURES
☐ Strong verbal abilities relative to reading
☐ Good comprehension when text is read aloud
☐ Difficulty with rote memorization
☐ Organizational challenges
☐ History of ear infections or hearing concerns

SCORING
Red flags checked: [X] / [Total]
Recommendation: ☐ Monitor  ☐ Further assessment recommended  ☐ Formal evaluation referral

Notes: [Space for additional observations]

6. Psychoeducational Evaluation Summary

PSYCHOEDUCATIONAL EVALUATION SUMMARY

Student: [Name]    DOB: [Date]    Evaluation Date(s): [Dates]
Evaluator: [Name, Credentials]
Referral Reason: [Reason]

Assessment Battery:
├── Cognitive: [WISC-V / WASI-II — scores]
├── Phonological Processing: [CTOPP-2 — PAQ, PMQ, RNQ scores]
├── Reading Achievement: [WRMT / WJ-IV — subtest scores]
├── Language: [CELF / other — scores]
├── Academic Achievement: [Broad achievement scores]
└── Informal Measures: [CBM, spelling inventory, etc.]

Profile Analysis:
├── Cognitive ability: [Average/Above Average — typical for dyslexia]
├── Phonological processing: [Below expected — core deficit indicator]
├── Decoding/Word reading: [Below expected — primary academic impact]
├── Fluency: [Status]
├── Comprehension: [Often relatively stronger]
└── Written expression: [Status]

Dyslexia-Consistent Pattern: [Yes/No with explanation]

Diagnosis/Eligibility: [Specific Learning Disability — Dyslexia]

Recommendations:
├── Services: [Structured literacy intervention, frequency, intensity]
├── Accommodations: [Specific list]
├── Home support: [Recommendations for family]
└── Re-evaluation timeline: [Typically 3 years or as needed]

7. Adult Clinical Evaluation Summary

ADULT DYSLEXIA CLINICAL EVALUATION SUMMARY

Client: [Name]    DOB: [Date]    Evaluation Date(s): [Dates]
Evaluator: [Name, Credentials, License #]
Referral Source: [Self / employer / university disability services / physician]
Referral Reason: [workplace accommodation / higher ed disability services / self-knowledge]

Background:
├── Developmental history (speech, language, reading milestones)
├── Educational history (K-12 supports, college accommodations if any)
├── Occupational history and current functional demands
├── Prior diagnosis (if any) and documentation provided
└── Comorbid conditions (ADHD, anxiety, depression, APD)

Assessment Battery:
├── Cognitive: [WAIS-IV — FSIQ, GAI, VCI, PRI, WMI, PSI]
├── Phonological Processing: [CTOPP-2 Adult — PAQ, PMQ, RNQ]
├── Reading Accuracy: [WJ-IV Letter-Word Identification, Word Attack]
├── Reading Fluency: [TOWRE-2, Nelson-Denny Rate]
├── Reading Comprehension: [Nelson-Denny Comprehension, WJ-IV Passage Comprehension]
├── Written Expression: [WJ-IV Writing Samples, Spelling]
└── Functional Assessment: [workplace reading demands, self-report measures]

Clinical Interview Findings:
├── Developmental history consistent with dyslexia: [yes/no with specifics]
├── Persistent reading difficulties into adulthood: [yes/no]
├── Functional impact on work/education: [description]
├── Compensatory strategies developed: [description]
└── Current accommodation use: [description]

Profile Analysis:
├── Cognitive ability: [typically average to above average]
├── Phonological processing: [below expected — core deficit]
├── Rapid automatized naming: [deficit pattern]
├── Word reading accuracy: [below expected for education level]
├── Reading rate/fluency: [significantly below expected — hallmark adult presentation]
├── Reading comprehension: [often relatively preserved if given adequate time]
└── Spelling: [persistent weakness typical]

Diagnostic Determination:
├── DSM-5-TR: [F81.0 (ICD-10-CM) Specific Learning Disorder With Impairment in Reading; legacy ICD-9-CM 315.00]
│   ├── Specifiers: [word reading accuracy / reading rate/fluency / reading comprehension]
│   └── Severity: [mild / moderate / severe]
├── ICD-11: [6A03.0 Developmental Learning Disorder With Impairment in Reading]
├── Meets 2025 IDA definition: [persistence despite instruction effective for peers: Yes/No; accuracy deficit: Yes/No; speed deficit: Yes/No]
└── Pattern consistent with neurodevelopmental cognitive disorder: [Yes]

Functional Impact Statement:
[Paragraph describing how the dyslexia affects current functioning at work,
in education, in daily life. Essential for ADA/504 documentation.]

Recommendations:
├── Workplace accommodations (if applicable): [specific list]
├── Higher ed accommodations (if applicable): [specific list]
├── Cognitive prosthetics stack: [TTS, STT, audiobook services, OCR]
├── Compensatory strategies: [specific approaches]
└── Re-evaluation: [typically not required unless significant life change]

This evaluation meets documentation requirements for:
☐ ADA Title I workplace accommodation requests
☐ Higher education disability services (undergraduate/graduate)
☐ Professional licensure exam accommodations (bar, medical boards, etc.)
☐ Standardized test accommodations (GRE, LSAT, MCAT, etc.)

8. Higher Education Disability Services Request

DISABILITY SERVICES REGISTRATION AND ACCOMMODATION REQUEST

To: Office of Disability Services
[University Name]
[Address]

From: [Student Name]
Student ID: [ID]
Program: [Major/Degree]
Expected Graduation: [Date]
Date: [Date]

Request:
I am registering with the Office of Disability Services and requesting academic
accommodations for dyslexia. Supporting clinical documentation is attached.

Documentation Attached:
├── [Psychoeducational evaluation dated X] OR
├── [Adult clinical evaluation summary dated X]
├── [Prior K-12 IEP/504 — provided as supplementary]
└── [Functional impact statement]

Diagnosis:
├── DSM-5-TR: F81.0 (ICD-10-CM) Specific Learning Disorder With Impairment in Reading
├── ICD-11: 6A03.0 Developmental Learning Disorder
└── Diagnosed by: [Evaluator credentials]

Functional Impact:
[Concrete description of how dyslexia affects current academic functioning:
reading rate is X, comprehension with vs. without TTS, writing process,
exam performance patterns, etc.]

Requested Accommodations:
1. Extended time on exams: 1.5× or 2× (per documentation recommendation)
2. Reduced-distraction testing environment
3. Permission to use text-to-speech software on exams and reading assignments
4. Access to course materials in digital format compatible with screen readers
5. Audiobook versions of required texts (through Bookshare or Learning Ally)
6. Lecture recording permission
7. Note-taking services (or peer-note-taker arrangement)
8. Spell-check and grammar tools on written exams
9. Priority registration (to schedule around reading-heavy courses)
10. [Additional accommodations as indicated]

Foreign Language Consideration:
[If applicable — request for substitution or modification of foreign language
requirement based on documented phonological processing deficit]

I request a meeting with a disability services coordinator to finalize my
accommodation plan and discuss implementation.

Signed: [Student Name]
Contact: [Email, Phone]

9. ADA Title I Workplace Accommodation Request Letter

REQUEST FOR REASONABLE ACCOMMODATION UNDER ADA TITLE I

[Date]

[HR Director / Manager Name]
[Company Name]
[Address]

Re: Request for Reasonable Accommodation

Dear [Name]:

I am writing to formally request reasonable accommodations under the Americans
with Disabilities Act (ADA) Title I. I have a documented disability (dyslexia,
a neurodevelopmental cognitive disorder classified as DSM-5-TR Specific Learning
Disorder with impairment in reading, ICD-10-CM F81.0, and ICD-11 Developmental
Learning Disorder 6A03.0) that
affects my ability to process written text at typical reading rates.

Functional Impact on Work:
[Specific, job-related description. For example:]
- I process dense written text at approximately half the rate of a typical reader
- Reading-heavy compliance training materials take me 2-3× longer to complete
- I produce higher-quality work when I can process documents via text-to-speech
- My written communication is more accurate when I can use advanced spelling
  and grammar tools

Requested Accommodations:
I am requesting the following accommodations, which I believe are reasonable
and will enable me to perform the essential functions of my position:

1. **Text-to-speech software** — Installation of [Natural Reader / Read&Write /
   JAWS] on my work computer for processing written communications, reports,
   and training materials

2. **Speech-to-text software** — [Dragon NaturallySpeaking / Windows Speech
   Recognition] for drafting longer written communications

3. **Grammar and spelling support** — Grammarly Business license or equivalent

4. **Advance document access** — When possible, receiving reading-heavy documents
   24 hours in advance so I can process them via my accessibility tools

5. **Written summaries** — Written summaries of complex verbal instructions,
   reducing working-memory load

6. **Extended time for reading-based assessments** — 1.5× extended time on
   performance reviews, compliance certifications, and any timed reading-based
   assessments

7. **Quiet workspace option** — Access to a quiet area for deep-focus reading
   tasks when needed

8. **Meeting recording permission** — Permission to record meetings (with
   attendee consent) so I can review via text-to-speech transcripts

Supporting Documentation:
I have attached clinical documentation from [Evaluator Name, Credentials] dated
[Date] confirming the diagnosis and supporting the accommodations requested.
I am happy to provide additional information that is job-related and consistent
with business necessity.

Interactive Process:
I welcome the opportunity to discuss these requests through the interactive
process required by the ADA. I am open to alternative accommodations that
would be equally effective. Please let me know your availability for a meeting
to discuss these accommodations.

Confidentiality:
I understand that medical information I provide will be kept confidential and
stored separately from my personnel file, as required by the ADA.

Thank you for your attention to this request. I look forward to continuing to
contribute effectively to [Company Name].

Sincerely,

[Employee Name]
[Job Title]
[Contact Information]

cc: [Optional — ADA Coordinator, Disability-Inclusive Business Resource Group]

10. Interactive Process Documentation

ADA INTERACTIVE PROCESS LOG

Employee: [Name]    Job Title: [Role]    Department: [Dept]
Accommodation Request Date: [Date]
Disability: Dyslexia (neurodevelopmental cognitive disorder)

INTERACTIVE PROCESS PARTICIPANTS
├── Employee: [Name]
├── HR Representative: [Name]
├── Supervisor: [Name]
├── ADA Coordinator: [Name, if separate]
└── Medical consultant: [If applicable]

MEETING LOG

Meeting 1: [Date]
├── Attendees: [List]
├── Topics discussed:
│   ├── Employee's functional limitations
│   ├── Essential functions of the position
│   ├── Requested accommodations
│   └── Alternative accommodations considered
├── Actions identified: [List]
└── Next steps: [List]

Meeting 2: [Date]
[Same format]

ACCOMMODATION DETERMINATIONS

| # | Request | Determination | Implementation | Alternative Offered |
|---|---------|---------------|----------------|---------------------|
| 1 | [Req] | Approved / Denied / Modified | [Plan] | [If denied, alternative] |
| 2 | ... | ... | ... | ... |

UNDUE HARDSHIP DETERMINATIONS (if any denials)

For accommodations denied due to undue hardship, document:
├── Specific request denied
├── Analysis of cost and difficulty
├── Impact on business operations
├── Alternative accommodation offered
└── Financial/operational evidence supporting determination

IMPLEMENTATION TIMELINE
├── Effective date: [Date]
├── Equipment/software to procure: [Items]
├── Training required: [Items]
├── Responsibilities: [Who does what]
└── Review date: [When to reassess]

CONFIDENTIALITY STATEMENT
Medical information and accommodation details are confidential and will be
stored separately from the employee's personnel file, as required by ADA.

Signatures
Employee: _____________________    Date: _______
HR Representative: _____________    Date: _______
ADA Coordinator: _______________    Date: _______

11. Cognitive Prosthetics Prescription / Recommendation Letter

COGNITIVE PROSTHETICS RECOMMENDATION

Provider: [Licensed clinician name, credentials, license #]
Patient/Client: [Name]    DOB: [Date]    Date: [Date]

Re: Recommended Cognitive Prosthetics for Dyslexia

Diagnosis:
├── DSM-5-TR: F81.0 (ICD-10-CM) Specific Learning Disorder With Impairment in Reading
├── ICD-11: 6A03.0 Developmental Learning Disorder
└── Severity: [mild / moderate / severe]

Clinical Basis:
The following recommendations are based on the persistent nature of dyslexia
as a neurodevelopmental cognitive disorder. While structured literacy
instruction can improve decoding accuracy and fluency, the underlying
phonological processing differences persist throughout life. Cognitive
prosthetics are medically appropriate lifelong supports, analogous to
eyeglasses for refractive errors or hearing aids for hearing loss.

Recommended Cognitive Prosthetics Stack:

**Reading Support**
├── Text-to-Speech (TTS)
│   ├── Desktop: [Read&Write / Natural Reader / Voice Dream / Balabolka]
│   ├── Mobile: [Voice Dream Reader / Speechify / Natural Reader Mobile]
│   ├── Browser: [Read Aloud / Read&Write Chrome extension]
│   └── Use case: processing dense text, lengthy documents, complex vocabulary
├── Audiobook Services
│   ├── Learning Ally (human-narrated educational materials)
│   ├── Bookshare (accessible texts, free with qualifying disability)
│   └── Audible (commercial audiobooks for leisure reading)
├── OCR Tools
│   ├── [Kurzweil 3000 / Read&Write / Adobe Acrobat Pro]
│   └── Use case: converting scanned documents and images to accessible text
└── Visual Supports
    ├── Legible typography: sans-serif, 12-14pt+, 1.5 line spacing, left-aligned, user-chosen typeface
    │   (specialty dyslexia fonts show no pooled benefit, Azzarello et al. 2026; offer on request only)
    ├── Reading rulers / focus overlays
    └── Color overlays for users with Irlen Syndrome comorbidity

**Writing Support**
├── Speech-to-Text (STT)
│   ├── [Dragon NaturallySpeaking / Windows Speech Recognition / Apple Dictation]
│   └── Use case: drafting longer documents, reducing spelling burden
├── Grammar and Spelling Tools
│   ├── [Grammarly / Ginger / Word Spell-Check / LanguageTool]
│   └── Use case: professional written communication
└── Word Prediction
    ├── [Co:Writer / WordQ / built-in predictions]
    └── Use case: reduces spelling effort for frequent writers

**Organization and Memory**
├── Task management: [Todoist / Asana / Microsoft Planner]
├── Mind mapping: [MindNode / MindMeister / XMind]
└── Visual project tracking: [Trello / Notion / Airtable]

Rationale:
These prosthetics are not optional preferences or temporary scaffolds. They
compensate for persistent differences in how the individual's brain processes
written language. The client should have consistent access to these tools
across educational and occupational settings.

Accommodation Settings Where Prosthetics Should Be Available:
☐ Academic (K-12, college, graduate school)
☐ Workplace
☐ Standardized testing
☐ Professional licensure
☐ Healthcare settings (for patient-facing materials)
☐ Legal proceedings (when written documentation is required)

This recommendation letter may be used to support:
├── ADA Title I workplace accommodation requests
├── Higher education disability services requests
├── Testing accommodation requests (GRE, LSAT, MCAT, bar exam, etc.)
├── Insurance reimbursement for assistive technology
└── Vocational rehabilitation services

Provider Signature: _____________________    Date: _______
License #: _____________________    State: _______

French Document Templates (Locale: fr)

Sources current as of 2026-10. Template structures derived from Circulaire n° 2015-016 (PAP, four cycle versions: maternelle / élémentaire / collège / lycée; since 2025-26 entered in the Livret de parcours inclusif), the circulaire du 14 mars 2022 (NOR MENE2204112C) with annexes replaced by the circulaire du 17 juillet 2025 (NOR MENE2506522C, BO n° 31 du 21 août 2025, session 2026 onward) for aménagements d'examens de l'enseignement scolaire, the circulaire du 6 février 2023 (NOR ESRS2234137C) for higher-education examens et concours, the circulaire du 1er septembre 2025 (NOR MENE2520651C) for the pôles d'appui à la scolarité, MDPH/CDAPH PPS procédure standard (Code de l'action sociale et des familles), RQTH dossier per Code du travail Art. L5213-2, France Travail (ex-Pôle emploi since 1er janvier 2024). AESH role per Circulaire n° 2017-084. The "Circulaire n° 2023-033" cited in releases before 1.4.0 matches no BO entry and has been replaced.

12. PAP — Plan d'Accompagnement Personnalisé (K-12)

The PAP follows a standardized template defined by Circulaire n° 2015-016. There are four versions (one per school cycle). Use the appropriate cycle version: maternelle, élémentaire, collège, or lycée.

PLAN D'ACCOMPAGNEMENT PERSONNALISÉ (PAP)
Circulaire n° 2015-016 du 22 janvier 2015
Saisie dans le Livret de parcours inclusif (LPI) par le directeur / chef d'établissement

Cycle: ☐ Maternelle  ☐ Élémentaire  ☐ Collège  ☐ Lycée
École / Établissement: [Nom]
Année scolaire: [XXXX–XXXX]

─── IDENTIFICATION DE L'ÉLÈVE ───────────────────────────────
Nom, Prénom: [Nom Prénom]
Date de naissance: [JJ/MM/AAAA]
Classe: [Classe]

─── TROUBLE(S) IDENTIFIÉ(S) ─────────────────────────────────
☐ Dyslexie          ☐ Dyscalculie        ☐ Dysorthographie
☐ Dysgraphie        ☐ Dysphasie          ☐ Dyspraxie
☐ Autre: [Préciser]

Documents médicaux / bilans en appui:
├── Bilan orthophonique: [Date, Professionnel]
├── Bilan neuropsychologique: [Date si disponible]
└── Autre évaluation: [Préciser]

─── PROFESSIONNELS EXTÉRIEURS IMPLIQUÉS ─────────────────────
Orthophoniste: [Nom, fréquence des séances]
Neuropsychologue: [Nom, si applicable]
Autre: [Préciser]

─── AMÉNAGEMENTS ET ADAPTATIONS ─────────────────────────────

Langage oral:
├── Reformulation des consignes à l'oral
├── Questions posées oralement
├── Autorisation de réponse orale à la place de l'écrit
└── Autre: [Préciser]

Langage écrit (lecture / écriture):
├── Temps supplémentaire pour les activités de lecture et d'écriture
├── Documents adaptés: police sans empattement ≥ 14pt (Arial par défaut; autre police au choix de l'élève), interligne 1,5 à 2
├── Texte aligné à gauche, pas de justification complète
├── Non-pénalisation des erreurs d'orthographe dans les matières non linguistiques
├── Autorisation d'un ordinateur avec logiciel de synthèse vocale
├── Accès aux notes de cours / plans de séquence à l'avance
├── Réduction de la quantité d'écrit (même exigences, moins de volume)
└── Autre: [Préciser]

Mathématiques / logique:
├── Utilisation d'une calculatrice non programmable
├── Autorisation de la table de multiplication et d'une ligne numérique
├── Présentation adaptée: une opération par ligne, papier quadrillé
├── Temps supplémentaire pour les activités de calcul
└── Autre: [Préciser]

Autres domaines cognitifs:
├── Instructions segmentées (une étape à la fois)
├── Rappels visuels des consignes
├── Place préférentielle en classe
└── Autre: [Préciser]

Prothèses cognitives (cognitive prosthetics — supports permanents):
├── Synthèse vocale (TTS): Vocale Presse, Balabolka avec voix française
├── Reconnaissance vocale (STT): Dragon NaturallySpeaking français
├── Correcteur orthographique avancé: Antidote, Cordial
├── Lecteur d'écran ou loupe de lecture pour textes denses
└── Police au choix de l'élève (Atkinson Hyperlegible Next, Lexend, Arial); les polices "dyslexie" n'ont pas d'effet démontré (Azzarello et al. 2026)

─── RÉVISION ANNUELLE ───────────────────────────────────────
Date de la prochaine révision: [JJ/MM/AAAA]
Observations / suivi: [Notes]

─── SIGNATURES ──────────────────────────────────────────────
Famille: _________________________ Date: ___________
Médecin de l'Éducation nationale: _ Date: ___________
Directeur/Proviseur: ______________ Date: ___________
Enseignant(s) référent(s): ________ Date: ___________

PAP compliance notes:

• Medical validation by the médecin de l'Éducation nationale is mandatory — a PAP without this signature is not legally valid.
• The PAP is reviewed annually; document the review date.
• Cannot coexist with a PPS for the same student.
• The student does NOT need MDPH recognition for a PAP.
• The cognitive prosthetics section (added per v1.2.0 framing) frames AT as permanent supports, not temporary scaffolds.

13. PPS — Projet Personnalisé de Scolarisation (MDPH Support Dossier)

The PPS is created by the MDPH/CDAPH, not by the school. Schools receive the PPS after the CDAPH decision. When generating PPS-related documentation, produce the MDPH application support package rather than the PPS itself (which is an official government document).

DOSSIER D'APPUI — DEMANDE DE PPS AUPRÈS DE L'MDPH

Élève: [Nom Prénom]
Date de naissance: [JJ/MM/AAAA]
École / Établissement: [Nom]
Département: [Numéro et nom du département]

─── DOCUMENTS REQUIS POUR LE DOSSIER MDPH ───────────────────
☐ Cerfa n° 15692*01 — Formulaire de demande (rempli par la famille)
☐ Cerfa n° 15695*01 — Certificat médical (moins de 6 mois)
     Médecin prescripteur: [Nom]
     Date du certificat: [JJ/MM/AAAA]
☐ Bilan orthophonique: [Date, Orthophoniste]
☐ Bilan neuropsychologique: [Date si disponible]
☐ Rapport scolaire / observations de l'enseignant

─── MOTIFS DE LA DEMANDE ────────────────────────────────────
Trouble(s) identifié(s): [Préciser]
Besoin(s) spécifique(s) nécessitant la voie PPS:
☐ Assistance humaine (AESH — Accompagnant d'Élève en Situation de Handicap)
☐ Placement en ULIS (Unité Localisée pour l'Inclusion Scolaire)
☐ Matériel pédagogique adapté financé par l'État
☐ Allocation d'Éducation de l'Enfant Handicapé (AEEH)
☐ Autre: [Préciser]

─── DESCRIPTION DES BESOINS ─────────────────────────────────
Impacts fonctionnels du trouble sur la scolarité:
[Description des impacts observés sur les apprentissages, la participation, l'autonomie. Cadrer comme trouble cognitif neuro-développemental persistant, non comme retard d'apprentissage temporaire.]

Mesures déjà en place (PAP/PPRE antérieurs):
[Résumé des aménagements déjà mis en œuvre et leurs effets]

Besoins qui dépassent ce que le PAP peut offrir:
[Justification de la nécessité de la voie PPS — typiquement: nécessité d'AESH, placement ULIS, équipement financé par l'État]

─── COORDONNÉES DE L'ÉQUIPE SCOLAIRE ────────────────────────
Directeur/Proviseur: [Nom, contact]
Enseignant principal: [Nom, contact]
Médecin de l'Éducation nationale: [Nom, contact]

Note: Once the CDAPH grants recognition and issues the PPS, an enseignant référent is assigned. Schools implement the PPS as directed. The ESS (Équipe de Suivi de Scolarisation) meets at least annually to review progress.

14. Demande d'Aménagements d'Examens (K-12 Final Exams)

DEMANDE D'AMÉNAGEMENTS D'EXAMENS POUR ÉLÈVE AVEC TROUBLES DYS
Circulaire du 14 mars 2022 (NOR MENE2204112C), annexes remplacées par la
circulaire du 17 juillet 2025 (NOR MENE2506522C, BO n° 31 du 21 août 2025),
applicable à compter de la session 2026. Formulaire à saisir dans Incluscol
lorsque l'académie l'a déployé.

Procédure: ☐ Simplifiée (aménagements identiques au PAP/PPS/PAI en cours;
           transmission par le chef d'établissement, sans nouvel avis médical)
           ☐ Complète (aménagements au-delà du plan en cours; avis du médecin
           désigné par la CDAPH requis)

Examen concerné: ☐ DNB / CFG  ☐ Baccalauréat général et technologique
                 ☐ Baccalauréat professionnel / BMA  ☐ BP / DTMS  ☐ BTS
                 ☐ CAP  ☐ Certificat de spécialisation  ☐ DCG / DSCG
                 ☐ Autre: ___
Session: [Année]
Établissement: [Nom]
Académie: [Nom]

─── IDENTIFICATION DU CANDIDAT ──────────────────────────────
Nom, Prénom: [Nom Prénom]
Date de naissance: [JJ/MM/AAAA]
Classe: [Classe]
INE: [Numéro si connu]

─── AMÉNAGEMENTS DEMANDÉS ───────────────────────────────────
☐ Tiers-temps (temps majoré d'un tiers)
   Justification: [Référence au PAP/PPS documentant l'usage en classe]
☐ Secrétaire lecteur (lecture des sujets)
☐ Secrétaire scripteur (dictée des réponses)
☐ Temps de pause (temps de repos autorisé, chronomètre arrêté)
☐ Salle séparée
☐ Utilisation d'un ordinateur
   ☐ Avec correcteur orthographique  ☐ Sans correcteur orthographique
☐ Calculatrice pour toutes les épreuves (y compris épreuves sans calculatrice)
☐ Sujets adaptés: ☐ Police agrandie  ☐ Interligne augmenté  ☐ Fond de couleur
☐ Épreuve orale de remplacement: [Préciser la matière]
☐ Communication écrite pour les épreuves orales (entraîne la neutralisation de la
   lecture à voix haute à l'oral de français, session 2026)
☐ Dispense d'épreuve: [Préciser — justification détaillée requise]
☐ Autre: [Préciser]

─── PIÈCES JUSTIFICATIVES JOINTES ───────────────────────────
☐ Certificat médical récent (moins de 6 mois) avec diagnostic précis
☐ Bilan orthophonique avec date
☐ Bilan neuropsychologique si disponible
☐ Copie du PAP ou PPS en cours montrant les aménagements utilisés en classe
☐ Attestation de l'établissement confirmant l'usage habituel des aménagements

─── ATTESTATION DE L'ÉTABLISSEMENT ──────────────────────────
Je soussigné(e), [Directeur/Proviseur], atteste que l'élève [Nom Prénom] bénéficie
des aménagements suivants dans le cadre de sa scolarité ordinaire:
[Lister les aménagements effectivement utilisés en classe]

Ces aménagements sont en place depuis: [Date]
Ils sont documentés dans: ☐ PAP (en vigueur depuis ___) ☐ PPS (en vigueur depuis ___)

Signature: _________________ Date: ___________

─── DÉCISION ────────────────────────────────────────────────
(À compléter par l'autorité académique)
Décision du recteur: ☐ Accordé  ☐ Partiellement accordé  ☐ Refusé
Aménagements accordés: [Détail]
Date de la décision: [JJ/MM/AAAA]
Recours possible: recours gracieux auprès du recteur, puis tribunal administratif;
saisine du Défenseur des Droits en parallèle (www.defenseurdesdroits.fr)

Higher-education examens et concours (université, BTS en lycée excepté, concours): use the circulaire du 6 février 2023 (NOR ESRS2234137C) instead; the médecin désigné par la CDAPH may rely on the prior PAP or PPS.

Critical compliance note: Exam accommodations must match what the student actually uses in class. If tiers-temps is not documented in the PAP/PPS as a regular classroom accommodation, the recteur may refuse it for the exam. Document classroom accommodation use early and consistently.

15. Demande de RQTH (Adult / Workplace)

For adult workers with dyslexia, the RQTH (Reconnaissance de la Qualité de Travailleur Handicapé) is the workplace equivalent of the K-12 PPS pathway. Issued by CDAPH; opens AGEFIPH (private) / FIPHFP (public) accommodation funding.

DOSSIER D'APPUI — DEMANDE DE RQTH

Demandeur: [Nom Prénom]
Date de naissance: [JJ/MM/AAAA]
Adresse: [Adresse complète]
Département: [Numéro et nom du département]
Téléphone: [N°]    Email: [Adresse]

─── SITUATION PROFESSIONNELLE ────────────────────────────────
☐ Salarié(e) en CDI / CDD chez: [Employeur]
☐ Demandeur(euse) d'emploi inscrit(e) à France Travail (ex-Pôle emploi)
☐ Travailleur(euse) indépendant(e) / profession libérale
☐ En reconversion / formation
☐ Étudiant(e) en CFA ou alternance

Poste actuel / souhaité: [Description]
Difficultés rencontrées dans l'exercice du métier dues à la dyslexie:
[Description fonctionnelle: lecture lente de documents, écrits clients, lecture
de procédures techniques, examens internes, etc. Cadrer comme trouble cognitif
persistant nécessitant prothèses cognitives permanentes.]

─── DOCUMENTS REQUIS ─────────────────────────────────────────
☐ Cerfa n° 15692*01 — Formulaire principal MDPH
☐ Cerfa n° 15695*01 — Certificat médical récent
☐ Bilan orthophonique adulte
☐ Bilan neuropsychologique adulte (WAIS-IV) si disponible
☐ Diagnostic ICD-11 / CIM-11 (6A03) ou DSM-5
☐ Attestation employeur sur l'impact fonctionnel (si applicable)
☐ Lettre de motivation du demandeur

─── AMÉNAGEMENTS / ÉQUIPEMENTS SOLLICITÉS ────────────────────
Logiciels et prothèses cognitives (financement AGEFIPH/FIPHFP):
☐ Synthèse vocale professionnelle (Vocale Presse Pro, etc.)
☐ Reconnaissance vocale (Dragon NaturallySpeaking français)
☐ Correcteur orthographique avancé (Antidote, Cordial)
☐ OCR pour documents papier / scannés
☐ Logiciel de prise de notes structurée

Aménagements de poste:
☐ Adaptation du temps de lecture sur documents longs
☐ Documents reçus en amont pour préparation
☐ Bureau séparé / environnement calme pendant tâches de lecture intensive
☐ Réunions accompagnées de compte-rendus écrits structurés
☐ Formation continue à durée allongée / supports en format alternatif

Accompagnement humain (le cas échéant):
☐ Coach professionnel (Job coach) financé AGEFIPH
☐ Tuteur(trice) interne désigné(e)
☐ Référent handicap entreprise (firmes ≥250 salariés, Loi Avenir Pro 2018)

─── SIGNATURES ───────────────────────────────────────────────
Demandeur(euse): _____________________ Date: ___________
Médecin certificateur: _______________ Date: ___________

RQTH notes:

• The RQTH is voluntary. The worker decides whether to disclose status to the employer.
• Once granted, the RQTH opens AGEFIPH (private) / FIPHFP (public) funding pathways for assistive technology and workplace adaptations.
• Anti-discrimination protections under Art. L1132-1 Code du travail apply with or without RQTH.

Spanish Document Templates (Locale: es)

Sources current as of 2026-10. Template structures aligned with LOMLOE (Ley Orgánica 3/2020) ACNEAE/DEA framework, ACNS procedures per regional implementing decrees (Andalucía Instrucciones 12/12/2014, Cataluña Decret 150/2017, Madrid Orden 19/01/2021, País Vasco Decreto 236/2015), Informe Psicopedagógico standard per CCAA guidance, Real Decreto 534/2024 (PAU national floor, art. 3.2 / 13.10 / 21.1) with the annual regional acuerdos (Madrid 17 Nov 2025 for PAU 2026). Workplace certification per Real Decreto Legislativo 1/2013 (≥33% certificado de discapacidad threshold); public-employment exam adaptations per Orden PJC/804/2025.

16. ACNS — Adaptaciones Curriculares No Significativas (K-12)

The ACNS is the primary support document for students with dyslexia/dyscalculia in Spain. Terminology varies by region (ACI no significativa, PTI, Plan de Apoyo — verify the term used in the relevant Comunidad Autónoma).

ADAPTACIONES CURRICULARES NO SIGNIFICATIVAS (ACNS)
[Comunidad Autónoma: _______________]
[Denominación regional equivalente: PTI / ACI / Plan de Apoyo / ___]

Centro educativo: [Nombre]
Curso escolar: [XXXX–XXXX]

─── IDENTIFICACIÓN DEL ALUMNO/A ─────────────────────────────
Nombre y apellidos: [Nombre Apellidos]
Fecha de nacimiento: [DD/MM/AAAA]
Curso: [Curso]
Tutor/a: [Nombre]

─── CLASIFICACIÓN ───────────────────────────────────────────
Categoría ACNEAE: DEA — Dificultades Específicas de Aprendizaje
Dificultad específica:
☐ Dislexia          ☐ Discalculia        ☐ Disgrafía
☐ Disortografía     ☐ Combinación: [Especificar]

Informe Psicopedagógico de referencia:
Fecha: [DD/MM/AAAA]    Elaborado por: [Orientador/a / EOEP]

Nota: Este alumno/a NO tiene clasificación NEE. Las ACNS (no significativas) son
el instrumento de apoyo correcto para DEA. No corresponde el Dictamen de Escolarización
ni las ACS (Adaptaciones Curriculares Significativas) salvo comorbilidad con NEE.

Encuadre clínico-neurocientífico (v1.2.0): la dislexia/discalculia son trastornos
neurodesarrollales cognitivos persistentes — diferencias cerebrales en el
procesamiento fonológico/ortográfico (córtex temporoparietal izquierdo, VWFA,
giro frontal inferior). Las adaptaciones no son apoyos temporales sino
prótesis cognitivas permanentes.

─── ÁREAS DE DIFICULTAD IDENTIFICADAS ───────────────────────
[Resumen de las principales dificultades según el Informe Psicopedagógico]

─── ADAPTACIONES METODOLÓGICAS ──────────────────────────────
Organización del aula:
☐ Asiento preferente (cerca del profesor, lejos de distracciones)
☐ Instrucciones segmentadas (una indicación cada vez)
☐ Recordatorios visuales de tareas y objetivos
☐ Acceso a apuntes / esquemas de la lección con antelación
☐ Permiso para grabar las explicaciones

Presentación de materiales:
☐ Texto en Arial o fuente similar ≥ 14pt; interlineado ≥ 1,5
☐ Tipografía alternativa a elección del alumno/a si la solicita (sin evidencia de beneficio de las fuentes "para dislexia")
☐ Texto alineado a la izquierda; sin justificación completa
☐ Documentos con alto contraste (fondo claro o crema, no blanco puro)
☐ Sin penalización de errores ortográficos atribuibles a la dislexia

Metodología de enseñanza:
☐ Metodología multisensorial cuando sea posible
☐ Apoyo visual en las explicaciones verbales
☐ Acceso a tecnología asistiva (prótesis cognitivas permanentes):
   ☐ Lectura por voz (TTS): Vozme, ReadSpeaker español, etc.
   ☐ Dictado por voz (STT): Dragon español, dictado nativo iOS/Android
   ☐ Corrector ortográfico avanzado: StilusNet, Microsoft español
   ☐ OCR para documentos impresos: FineReader español

─── ADAPTACIONES EN LA EVALUACIÓN ───────────────────────────
☐ Tiempo adicional: [Especificar porcentaje o minutos: ___]
☐ Lectura de los enunciados por el/la docente o permitida por TTS
☐ Respuesta oral permitida como alternativa a la escrita
☐ No penalización de errores ortográficos en todas las materias
☐ Formato de texto ampliado (Arial 14-16pt, interlineado 1,5)
☐ Reducción de la cantidad de ítems (misma dificultad, menor volumen)
☐ Uso de respuesta de opción múltiple en lugar de pregunta abierta
☐ Acceso a herramientas tecnológicas durante evaluaciones: [Especificar]
☐ Evaluación en sala separada si es necesario

Para discalculia:
☐ Uso de calculadora y tabla de multiplicar
☐ Auxiliares visuales / materiales manipulativos
☐ Descomposición paso a paso de problemas

─── RESPONSABLES Y COORDINACIÓN ─────────────────────────────
Tutor/a responsable de coordinación: [Nombre]
Orientador/a de referencia: [Nombre]
PT / AL implicado/a: [Nombre si aplicable]
EOEP de sector: [Nombre si aplicable]

─── ACUERDO FAMILIAR ────────────────────────────────────────
La familia ha sido informada de las presentes adaptaciones y da su conformidad.

Firma de la familia: _________________ Fecha: ___________
Firma del/la tutor/a: ________________ Fecha: ___________
Firma del/la orientador/a: ___________ Fecha: ___________
V.º B.º del/la director/a: ___________ Fecha: ___________

─── REVISIÓN ────────────────────────────────────────────────
Fecha de revisión prevista: [DD/MM/AAAA]
Observaciones de seguimiento: [Notas]

17. Informe Psicopedagógico (DEA) — Compliance Checklist

The Informe Psicopedagógico is prepared by the orientador/a or EOEP and serves as the basis for ACNS. It is not generated by Claude — use this as a review checklist to verify that an existing report meets compliance requirements.

INFORME PSICOPEDAGÓGICO — VERIFICACIÓN DE CUMPLIMIENTO
Dificultades Específicas de Aprendizaje (DEA)

Alumno/a: [Nombre]     Fecha del informe: [DD/MM/AAAA]
Elaborado por: [Orientador/a / EOEP]     Centro: [Nombre]

─── SECCIONES REQUERIDAS (MARCAR PRESENCIA) ─────────────────
☐ Datos de identificación del alumno/a
☐ Motivo de la evaluación / derivación
☐ Historial escolar relevante (cursos repetidos, intervenciones previas)
☐ Instrumentos de evaluación utilizados:
   ☐ Prueba cognitiva (CI / funcionamiento intelectual) — WISC-V español o equivalente
   ☐ Prueba de lectura normalizada (PROLEC-R, percentil documentado)
   ☐ Prueba de escritura / ortografía (PROESC u otra, si aplica)
   ☐ Prueba de matemáticas (TEDI-MATH español, si discalculia sospechada)
   ☐ Criterios de exclusión verificados: sin discapacidad intelectual,
     sin déficit sensorial no corregido, instrucción adecuada recibida
☐ Clasificación: ACNEAE – DEA (con especificación: dislexia / discalculia / otra)
☐ NO clasificado como NEE (o justificación de comorbilidad si aplica)
☐ Descripción de las necesidades educativas identificadas
☐ Propuesta de ACNS (adaptaciones curriculares no significativas recomendadas)
☐ Coordinación recomendada (PT, AL, EOEP)
☐ Orientaciones para la familia
☐ Firmas: orientador/a + director/a del centro
☐ Fecha y próxima revisión prevista

─── ALERTAS DE CUMPLIMIENTO ─────────────────────────────────
⚠ Si el informe clasifica al alumno/a como NEE por dislexia/discalculia sin
  comorbilidad con discapacidad o trastorno severo: CLASIFICACIÓN INCORRECTA.
  La dislexia y discalculia son DEA, no NEE.
⚠ Si recomienda ACS (adaptaciones significativas) para dislexia/discalculia
  sin comorbilidad NEE: INADECUADO. El instrumento correcto es ACNS.
⚠ Si no documenta percentil en prueba normalizada: CRITERIO DE IDENTIFICACIÓN
  INCOMPLETO en regiones que requieren umbral Pc < 25.
⚠ Si describe la dislexia como retraso o falta de esfuerzo: ENCUADRE
  INADECUADO. Debe describirse como trastorno neurodesarrollal persistente.

18. ACNEAE Detection and Intake Form (Pre-Evaluation)

FORMULARIO DE DETECCIÓN E INICIO DEL PROCESO ACNEAE
Protocolo de detección inicial — DEA (Dificultades Específicas de Aprendizaje)

Centro: [Nombre]     Curso escolar: [XXXX–XXXX]
Alumno/a: [Nombre]    Curso: [___]    Tutor/a: [Nombre]
Fecha: [DD/MM/AAAA]

─── INDICADORES DE DETECCIÓN (PRODISLEX / SCREENING) ────────

Indicadores en lectura (dislexia):
☐ Lectura lenta y/o laboriosa para su nivel de curso
☐ Errores frecuentes en decodificación de palabras desconocidas
☐ Confusión de letras similares visualmente (b/d, p/q)
☐ Sustitución o inversión de letras, sílabas o palabras al leer
☐ Dificultad para leer en voz alta aunque comprende al escuchar
☐ Lectura silenciosa significativamente mejor que oral
☐ Historial familiar de dificultades de lectura

Indicadores de ortografía (disortografía):
☐ Errores ortográficos persistentes a pesar de instrucción adecuada
☐ Dificultad para aplicar reglas ortográficas aprendidas
☐ Errores inconsistentes (misma palabra escrita de formas diferentes)

Indicadores en matemáticas (discalculia):
☐ Dificultad persistente con el sentido numérico y aritmética básica
☐ Confusión con símbolos matemáticos o dígitos
☐ Dificultad para memorizar las tablas de multiplicar
☐ Errores frecuentes en operaciones básicas

─── INTERVENCIONES PREVIAS APLICADAS ────────────────────────
☐ Refuerzo educativo ordinario en clase
☐ Apoyo PT / AL
☐ Trabajo con materiales adaptados
☐ Coordinación con familia
☐ Otras medidas: [Especificar]

Resultado de las intervenciones previas:
☐ Mejora significativa (no procede evaluación)
☐ Mejora parcial insuficiente
☐ Sin mejora

─── SOLICITUD DE EVALUACIÓN PSICOPEDAGÓGICA ─────────────────
Solicito evaluación psicopedagógica por parte del/la orientador/a o EOEP
para determinar si el/la alumno/a presenta DEA y requiere ACNS.

Firma del/la tutor/a: _________________ Fecha: ___________
V.º B.º del/la director/a: ____________ Fecha: ___________
Recibido por orientador/a: ____________ Fecha: ___________

19. PAU Exam Accommodation Request (University Entrance; formerly EBAU/EvAU)

SOLICITUD DE ADAPTACIONES PARA LA PAU (Prueba de Acceso a la Universidad)
Base: Real Decreto 534/2024, de 11 de junio, art. 3.2, 13.10 y 21.1, y Acuerdo
de la Comisión Organizadora de la Comunidad Autónoma para la convocatoria
(University Entrance Exam Accommodations — Comunidad Autónoma: __________)

Centro: [Nombre del IES]      Convocatoria: [Año]
Comunidad Autónoma: [Indicar]
Alumno/a: [Nombre]      Curso: 2.º Bachillerato

─── DIAGNÓSTICO Y DOCUMENTACIÓN ─────────────────────────────
Diagnóstico: ☐ Dislexia  ☐ Discalculia  ☐ Disgrafía  ☐ Disortografía
☐ Informe Psicopedagógico adjunto (Fecha: ___)
☐ Historial de ACNS durante Bachillerato adjunto
☐ Otros documentos clínicos: [Especificar]

─── ADAPTACIONES SOLICITADAS ────────────────────────────────
☐ Tiempo adicional (hasta 30 minutos adicionales por examen en Madrid; varía por CCAA)
☐ Texto ampliado: Arial 16pt, interlineado 1,5 / formato DIN A3
☐ Hoja de respuestas adicional
☐ Tipografía alternativa a petición (sin evidencia de beneficio; solo si el acuerdo regional la contempla)
☐ Lectura oral de los enunciados a petición (excluidos los textos de las pruebas de lengua)
☐ Aula separada / tribunal específico
☐ Corrección adaptada de ortografía (sin descuento en materias no lingüísticas; descuento limitado en Lengua Castellana y Literatura II y Lengua Extranjera II; errores naturales no computan)
☐ Ubicación en el aula según informe
☐ Uso de calculadora (incluido en pruebas donde normalmente no se permite)
☐ Otras: [Especificar]

─── CONSISTENCIA CON EL HISTORIAL ACNS ──────────────────────
Adaptaciones documentadas en ACNS durante Bachillerato:
[Listar las adaptaciones que el/la alumno/a ha utilizado en clase y exámenes
internos durante 1.º y 2.º de Bachillerato. Las adaptaciones PAU deben
ser consistentes con este historial; el RD 534/2024 art. 3.2 las basa en el
apoyo recibido en la etapa anterior y prohíbe que minoren la calificación.]

─── FIRMAS ───────────────────────────────────────────────────
Familia/Alumno/a mayor de edad: _______ Fecha: ___________
Orientador/a del centro: _____________ Fecha: ___________
Director/a del centro: _______________ Fecha: ___________

PAU notes:

• The exam is the PAU under Real Decreto 534/2024 from the 2024-25 course; EBAU, EvAU and Selectividad are legacy names that still appear in regional documents.
• The school (Servicio de Orientación, signed by the Director and the orientador or Jefe de Estudios) files the request, not the family. Each Comunidad Autónoma sets the window; Madrid PAU 2026 ran 1 December 2025 to 20 January 2026 (at least three months before enrolment closes) with resolutions before 16 March 2026. Verify the current year's acuerdo.
• Reference regional procedures: Madrid annual Acuerdo de la Comisión Organizadora (17 Nov 2025 for PAU 2026) on top of the Resolución of 27 April 2023; Castilla y León Orden EDU/1225/2024 and COPAU acuerdo of 21 March 2025 (explicit spelling-deduction rules); Cataluña Decret 150/2017; Andalucía Instrucciones 12/12/2014.
• Without documented ACNS during Bachillerato, PAU accommodations are typically refused. Consistency between classroom and exam accommodations is enforced, and RD 534/2024 art. 3.2 makes the prior-stage record the formal basis of the decision.
• Appeals: reconsideration within 10 business days, recurso de reposición within one month, contencioso-administrativo within two months of notification.

20. Workplace Accommodation Request (RDL 1/2013, Spain)

For adult workers with dyslexia in Spain, workplace accommodation operates under Real Decreto Legislativo 1/2013 (Ley General de Discapacidad).

SOLICITUD DE ADAPTACIÓN DEL PUESTO DE TRABAJO
Real Decreto Legislativo 1/2013 (Ley General de Discapacidad)

A la atención del departamento de RR.HH. de [Empresa]
De: [Nombre Apellidos]    Fecha: [DD/MM/AAAA]
Puesto: [Descripción]

─── ESTADO ACREDITATIVO ─────────────────────────────────────
☐ Certificado de discapacidad ≥ 33% emitido por Centro Base
   Fecha: [DD/MM/AAAA]    Comunidad Autónoma: [Nombre]
☐ Diagnóstico clínico actualizado (DSM-5 / ICD-11)
☐ Informe funcional sobre el impacto en el desempeño laboral

─── DESCRIPCIÓN FUNCIONAL ───────────────────────────────────
La dislexia es un trastorno neurodesarrollal cognitivo persistente — diferencia
cerebral en el procesamiento fonológico/ortográfico. Impacta principalmente:
[Descripción específica de cómo afecta al desempeño del puesto concreto:
lectura de procedimientos, redacción de informes, gestión de correo, etc.]

─── ADAPTACIONES SOLICITADAS ────────────────────────────────
Prótesis cognitivas (tecnología asistiva permanente):
☐ Lectura por voz (TTS) en estación de trabajo: Vozme Pro, ReadSpeaker
☐ Dictado por voz (STT): Dragon Naturally Speaking español
☐ Corrector ortográfico avanzado: StilusNet, Microsoft Editor español
☐ OCR para documentos en papel: FineReader español
☐ Lector de pantalla (cuando aplique)
☐ Tipografía legible en documentos internos: sans serif, 12-14pt o mayor, interlineado 1,5, alineación izquierda, fuente a elección del trabajador

Adaptaciones del puesto:
☐ Tiempo adicional para tareas de lectura intensiva
☐ Recepción anticipada de documentación para preparación
☐ Espacio tranquilo / sala separada durante lectura crítica
☐ Resúmenes escritos de reuniones verbales
☐ Documentación interna en formato accesible (digital antes que impreso)
☐ Formación continua con apoyos de duración alargada

─── REFERENCIA LEGAL ────────────────────────────────────────
La presente solicitud se ampara en:
- RDL 1/2013, Ley General de Discapacidad (art. 35-37 — adaptaciones razonables)
- Estatuto de los Trabajadores, art. 17 (no discriminación)
- Ley Orgánica 3/2018 de Protección de Datos (LOPD-GDD) — confidencialidad
  del proceso de adaptación

─── FIRMA ────────────────────────────────────────────────────
Firma del/la trabajador/a: ____________ Fecha: ___________

Spanish workplace notes:

• The 2% reserved-employment quota applies to firms with ≥50 employees (RDL 1/2013).
• Centros Especiales de Empleo are specialized workplaces employing ≥70% workers with disability.
• Recourse via Inspección de Trabajo or Tribunales de lo Social.

Behavior Guidelines

• All generated documents must align with IDEA requirements, the 2025 IDA definition and IDA standards (US), or the applicable French (Loi 2005-102 / Circulaire 2015-016 / circulaire du 14 mars 2022 as amended 17 juillet 2025 / circulaire du 6 février 2023) or Spanish (LOE/LOMLOE / RD 534/2024 / RDL 1/2013 / Orden PJC/804/2025) legal frameworks.
• Cite clinical codes as DSM-5-TR with ICD-10-CM F81.0 and ICD-11 6A03.0. Never present 315.00 as the current code.
• Never prescribe a specialty dyslexia font in any accommodation document; specify legibility features (size, spacing, alignment, user choice) instead.
• Use person-first or identity-first language based on user preference (default: "student with dyslexia" / "estudiante con dislexia" / "élève dyslexique").
• Frame dyslexia consistently as a neurodevelopmental cognitive disorder — a brain-based difference in phonological/orthographic processing, not a reflection of intelligence, effort, or character. Carry this framing into FR/ES documents (the cognitive prosthetics sections in PAP / ACNS templates make this explicit).
• All accommodation sections should frame bypass tools (text-to-speech, spell-checkers, audiobooks, dictation) as permanent cognitive prosthetics, not temporary supports to be withdrawn. Apply locale-appropriate tools: US (Read&Write, Voice Dream, Grammarly), FR (Vocale Presse, Antidote, Dragon FR), ES (Vozme, StilusNet, Dragon ES).
• Goals must be genuinely measurable — include specific numbers, tools, and timeframes.
• Never generate a 504 plan when the student profile clearly indicates need for IDEA/IEP services. Flag this to the user.
• Include all legally required sections. Missing sections create compliance risk.
• Accommodate state-specific requirements when the user specifies their state (US), académie/département (FR), or Comunidad Autónoma (ES).
• Use clear, jargon-free language in parent-facing documents.
• Mark all templates clearly as templates requiring professional review — these are starting points, not substitutes for qualified professional judgment.
• Progress monitoring reports should include visual data representation when possible.

French document guidelines (locale=fr):

• The PAP template must match the correct school cycle (maternelle / élémentaire / collège / lycée) — there are four distinct versions.
• The médecin de l'Éducation nationale signature is legally required to validate the PAP. Flag if missing.
• A PAP cannot coexist with a PPS. If generating a PAP, note that MDPH recognition is NOT required and should NOT be pursued for the PAP pathway.
• Exam accommodation requests must cite the specific PAP/PPS entries showing that accommodations are already used in class. A request without this linkage is likely to be refused.
• The Défenseur des Droits is the appropriate body to cite for appeal if accommodations are refused.
• For adult/workplace contexts, transition from PAP/PPS framing to RQTH framing; cite Code du travail Art. L1132-1 for anti-discrimination protections.
• Write French documents in French unless the user requests otherwise.

Spanish document guidelines (locale=es):

• Verify and use the correct regional terminology for the Comunidad Autónoma before generating ACNS documents (e.g., PTI in Castilla-La Mancha, ACI in some other regions).
• Always include the explicit statement that the student is classified as DEA (not NEE) and that ACNS is the appropriate instrument (not ACS/Dictamen).
• Family agreement signature is required on ACNS documents.
• ACNS must be applied across all subjects where difficulties manifest — not only in language class.
• When generating ACNS for dyscalculia, include spelling/orthographic accommodation wording even if the primary concern is mathematics, as comorbid orthographic difficulty is common.
• For PAU accommodation requests: verify documented ACNS history during Bachillerato, otherwise the request is likely to be refused; cite RD 534/2024 and the current regional acuerdo, and route the request through the school.
• For adult/workplace contexts, cite RDL 1/2013 and reference the 33% certificado de discapacidad threshold where applicable.
• Write Spanish documents in Castilian Spanish unless the user requests another regional language (Catalan, Basque, Galician).

Output Formats

• Markdown (.md) for quick review
• Word Document (.docx) for professional use
• PDF (.pdf) for distribution
• Structured data (JSON) for integration with EdTech systems