In a democratic school system, all students should be included regardless of their individual differences. However, dyslexic students run the risk of being left behind in the process of becoming an independent reader. Being an independent reader facilitates further academic endeavors, helps the individual navigate the globalized world and invites the individual to read for pleasure. Due to a deficit in phonological awareness, dyslexic L2 English students face obstacles in reading tasks which they could overcome with the help of auditory aid. This study aims to investigate in what ways auditory aid can aid Swedish dyslexic L2 English students in secondary school, and what obstacles said group face with regard to the classroom environment, teaching methods and didactical considerations that language and special teachers apply. A survey was constructed to collect data regarding language and special teachers didactical choices. The results show that a majority of the participants use some kind of auditory aid in reading tasks when teaching dyslexic L2 students. However, the results also suggest that a number of language and special teachers do not incorporate individualized learner profiles and programs which are specifically designed to aid dyslexic students. This implies that language and special teachers may be unsure of the actual role of such programs. In addition, the effectiveness of auditory aid in individualized programs needs to be investigated further.