How to treat papers or other work from dyslexic students? I know that as a student with dyslexia you get all kinds of benefits such as extra time for work, exams, access or licenses to spell checkers, etc. (Never used or been offered any, not that I needed it.) However, I cam imagine that by the time you graduate you would be expected to have a competence level of at least a certain degree. I myself am currently graduating for a bachelor's degree in Business IT. While the focus here mainly lies in IT, I have been told that my use of language is seriously sub-par for the degree despite knowing of my dyslexia. 

Now, I have been told that my work is well above average (average of 8/10) but that due to my use of language, the grade doesn't reflect the work. Having teachers fail me fully based on language has become quite common for me. In particular my use of the Dutch language; I should note English is my second language.

Just to clarify, the spelling is not the problem, the way I build up my sentences is (think of starwars-yoda). While the text can be understood, it's not something you can breeze through with a martini like some other papers.

So as the final question here: How should students with dyslexia be handled? How would one get them to improve on their language? Should we even need to help them improve their language? Other than just redirecting them to some dyslexia institute. And, how should their work be looked at?

Edit:
To clarify, I'm interested into how both students and teachers alike could approach this. Not just myself personally.
The disabilities office at my Univ (large state univ in the U.S.) strongly advises that instructors not attempt to improvise accommodations for students with disabilities, whether self-declared or documented through the disabilities office. Their point is that we (outside the disabilities office) are not at all experts in such things, in the first place. Rather, the disabilities office will discuss with faculty the possible sensible accommodations, and in effect negotiate something. Faculty should not "get creative" and take initiative.

A significant point is that, although the circumstances or environment or timing or... for exams can accommodate, there is apparently never any notion that the grading rubrics should accommodate. That is, it's absolutely not that lower standards are applied to the output, but that the situation in which the output is produced can be modified. Indeed, it is not that we expect less in such cases, after all!