The Academic Mental Health Collective (AMHC), an international collective formed in 2016 as a resource for grad students who struggle with mental illness

Best Practices for More Accessible Conferences — a google doc developed by the Classics and Social Justice Subgroup on Mental Health, Disability, and Chronic Illness.

Thomson, M. (2013) Supporting Dyslexic Pupils in the Secondary Curriculum: Dyslexia and the Classics (Latin, Classical Greek, Classical Studies). Dyslexia Scotland. http://www.dyslexiascotland.org.uk/sites/default/files/DSSE_booklets%20flier_May%202015.pdf 

Susan Deacy’s  guide to embedding equality and diversity in Classics in HE for HEA: https://www.heacademy.ac.uk/system/files/resources/eedc_classics_online.pdf
The guide is part of a project Embedding Equality and Diversity in the Curriculum. Details and links to other guides can be found here: https://www.heacademy.ac.uk/knowledge-hub/embedding-equality-and-diversity-curriculum-discipline-specific-guides

Miles, T. R., and Miles, E. eds. 2004. Dyslexia and Mathematics. 2nd edition. London: Routledge.

Chanock, K. 2006. Help for a dyslexic learner from an unlikely source: the study of ancient Greek. Literacy, 40 (3): 164–70. http://dx.doi.org/10.1111/j.1467-9345.2006.00444.x.

Hill, B. 2009. Overwhelmed by words: students with dyslexia and Latin. Bulletin of the Council of University Classical Departments, 38: 6–9.

Shahabudin, K., and Turner, J. 2009. Enabling success for dyslexic students in classics. Bulletin of the Council of University Classical Departments, 38: 10–13.

Laurence, R. 2010. Classics and its dyslexics. Bulletin of the Council of University Classical Departments, 39: 6–10. The Bulletin of CUCD can be found at https://cucd.blogs.sas.ac.uk/bulletin/