To date the research on principles and procedures for testing EFL students has tended to focus on regular achievers rather than special educational needs students. This paper aims to fill this gap by analyzing procedures and practices applied to testing dyslexic learners of English. This is also the first study reporting on the usability of dyslexia friendly tests for Polish teachers of English. The results show that teachers extend the use of dyslexia friendly tests to a broader SEN population as well as non-SEN students. However, the usability of these tests is limited by incongruent testing policies for low- and high-stakes examinations in Poland.