Proposed Moodle functionality to flag work by students with dyslexia or other impairment to raise awareness to ensure appropriate adjustments are taken by assessment markers.

How it works for paper-based assessment...
Submissions from all students are received by central administration. The submission top sheet includes details of student identity in the top corner - this is then folded over and stuck down to ensure marking is blind, and submissions from students with dyslexia are marked with a coloured dot. Markers are instructed to disregard spelling and grammatical errors for submissions flagged in this way, and the identity of the student with the impairment is kept private.

How it might work on Moodle ...
A new database field is created for user accounts, but is not visible on the Moodle profile interface. The account records for students registered with support services as requiring an adjustment is updated by staff with responsibility for this. Several possible methods exist, for example csv import to Moodle user records, direct database update, or by sync from a student record system.
When a student submits an assignment, the grading form will highlight the submission in yellow to indicate a dyslexic submission. In Moodle 2.4, using blind marking, this could be applied as a background colour to the Identifier Field (which is used in place of the student name field). This would allow the marker to be aware that the submission was from a dyslexic student, and to make the necessary adjustments in line with institutional policy when marking.

Additional Scope
1) The same flag method could be applied to work submitted in other activities such as quiz and workshop. The method could also be applied to forums - with a new role permission of view_disability_flag (perhaps set for non-editing teacher or above) being required to view the highlight on the student identity, though this would require some thought on institutional policies regarding who should have access to this confidential information in contexts where the student can be readily identified.

2) Many institutions have specific adjustment policies on when work can be submitted without penalty - for example a 1 week or 25% time extension for students with dyslexia. This could be automated for work done on Moodle using the same flag information to update the submission deadlines and quiz time allowed for students, applying the institutional criteria so that a single version of each assignment is produced and the extension applied to the due date settings for those students (rather than having a separate group version of the assignment for those meeting the criteria, or manually calculating if work is 'genuinely' late and should be penalised).

3) Once the functionality has been developed, it could be extended to other impairments (or levels of impairment) - with different institutional adjustments for each criteria.