The barrier is often not comprehension
A dyslexic student may understand a concept perfectly and be defeated by the six hours of reading required to reach it. An ADHD student may know exactly what needs doing and be unable to begin, because the task has no visible first step. Neither of those is a knowledge problem, and neither is solved by studying harder.
What actually helps
- Getting the material into a listenable or navigable form. Summaries with page citations let you find what matters and then read *that* closely, rather than grinding through everything at equal weight.
- Asking a document a direct question instead of hunting through it. Grounded chat turns a forty-page search into one question, and cites the page so you can go and read the part that counts.
- Externalising the first step. A study session with a defined end — a timer — converts an unbounded, unstartable task into a finite one. This is most of what Pomodoro actually does.
- Removing the blank page, without removing the thinking. An assistant that asks *you* questions gives you something to react to, and reacting is far easier to start than generating.
- Letting a scheduler decide what to study. Executive function is a finite resource; spending it on the decision means having less for the work.
The line to keep
Removing a barrier that isn't the thing being assessed is legitimate accommodation. Removing the assessed thinking is misconduct, and the distinction does not soften because the barrier is real. If the assignment tests whether you can construct an argument, the argument has to be yours — however much harder the page is for you than for someone else.