I have a "poster" in my classroom which says
"if they can't learn they way you teach, can you teach the way they
learn ?" (more or less what it says, on holiday now so cannot check it
for exact wording !). Every time I look at it, it makes me think about
whom I'm teaching and what I'm teaching them. As Deborah said, it's the
teacher's job to meet learner's needs and not the other way around.
Sadly, when I'm working in mainstream, I still come across teachers who
don't do this.
Before I moved into SEN, I was a MFL teacher. I always marked the
work of dyslexic students for content rather than accuracy. And my
students knew that if what they'd written sounded correct (this applies
especially to French), then they would get the mark regardless of how it
was spelt. I did the same in vocab tests too; if I didn't then the
students would frequently have scored 0/10 which was not on - the school
was not, then, very understanding of dyslexic students and they were
expected to do the same work as their peers.