Marking the work of a child with dyslexia

[LionAndEmperor13]

So my son (11, y7) has just started secondary. He has sever dyslexia, diagnosed when he was 9. He had a (written) Spanish test and scored very low. Fair enough, he probably didn't do much revision, but it was a basic vocab test and I thought he'd get a few more.
When I asked him about the test paper and if I could see it, he said he gave it to another child in the class to mark (as instructed by the teacher).
Is this standard practice?
I would have thought an adult, who is aware of his dyslexia, should be marking his work.
Not sure if I'm over-reacting, but a random child from the class might easily see a word with a reversed letter, or single consonant rather than double, and mark the whole question as wrong.
(NB it was a vocabulary test, not a spelling test).

Under 16s manage their own devices in lots of schools. In some schools, all pupils have devices. If the pupil needs support to manage the device and its use because of their SEN, the school should be supporting that. If the support required cannot be provided within the resources available to the school, the school needs to support an EHCNA request, especially when it sounds like the tip of the iceberg.

DS3 now has EOTAS but was in school up to the beginning of this year. He had a laptop from school via his EHCP. It was the school’s property, set up by their IT department, but given to him for the duration he was there. He took it too and from school and his 1:1 helped with organisation, etc.

DS2 doesn’t yet have an EHCP (mid appeal) but he uses a device for some subjects. The school is supporting him with this. His poor executive function coupled with his impulsiveness are not beneficial to being organised.

With the greatest respect @EndlessLight, in the real world my state comprehensive school (in an affluent part of the country) has still not got reliable working IT for the teachers...

Anyway good luck OP and I hope you can get more support for your son.

SEN provision is completely separate to IT for staff. And as my post said, if the support required cannot be provided within the resources available to the school, the school needs to support an EHCNA request, especially when it sounds like the tip of the iceberg. An EHCP can include tech, assistive tech, specialist software, training to use it, staff to support it… on top of the other support it sounds like OP’s DS needs. That is ‘the real world’. Also in the ‘real world’ there are schools where all pupils, including under 16s, have devices.

I know that.

It took me all my spare time for two years to get my daughter's EHCP. And I still ended up buying a laptop myself (for one thing the school ones are heavy and she has a long commute).

I'm not going to post on the thread again as I feel like it's a bit of a distraction from what the OP originally posted about which was essentially differentiation for a child who finds languages very hard.

I'm not really sure what I can do about the laptop when I've categorically been told no? Any advice welcome!

Remind the school they must make reasonable adjustments and must make their best endeavours to meet DS’s SEN and the current arrangements are not meeting his needs. If that doesn’t work, formally complain.

Alongside this, request an EHCNA yourself because he needs more support. Not just in relation to the laptop but more generally.

Just keep on at the SENCO about it, copy in tutor and head of year. DS has illegible writing and it took until after Christmas of Year 7 to get regular access to a laptop despite school having all the information well before he started. For the peer marking - I would have a word with that teacher and say DS found it upsetting but you do need to build his resilience on this - peer marking is used in all subjects and for some it just isn't practical to use a laptop all the time even once he has one.