Dyslexia IEP: A Parent's Rights and First Steps

Your child's rights, in plain language

Under the federal special-education law known as IDEA, dyslexia can qualify as a "specific learning disability." That means your child may be entitled to:

• A free, comprehensive evaluation if a disability is suspected.
• Specialized instruction designed to meet their individual needs.
• An IEP team that includes you, and a plan reviewed at least once a year.
• Instruction in the general education classroom as much as is appropriate (the "least restrictive environment").

You are not asking for a favor. You are asking the school to follow the law.

Step one: request an evaluation in writing

A phone call can be forgotten; a written request creates a record and starts a legal clock. Keep it short and specific. Something like:

"I am requesting a full evaluation for special education services for my child, [name], in the area of reading. I am concerned about [specific pattern you have noticed]. Please consider this my written request for evaluation. I would like to receive the prior written notice and consent forms."

Email works. Keep a copy. If the school says they want to try interventions first, you can still ask them to put the request and their response in writing.

What to ask for in the IEP

The IEP should be specific — not vague goals like "improve reading." Useful elements include:

• Structured literacy instruction that is explicit and systematic, often delivered in a small group or one-to-one.
• Progress monitoring with a named measure and a named frequency, so you can see whether it is working.
• Accommodations that reduce barriers without removing the reading instruction itself — extra time, text-to-speech for content-heavy subjects, or reduced copying.
• A clear service schedule: who delivers it, how often, for how long, and where.

Ask how the school will know the plan is working. If the answer is "we'll monitor it," ask for the measure and the interval. (Edition 7)

After the meeting

• Get the plan and any notes in writing, and keep a folder (digital is fine).
• Track the progress data yourself in a simple log: date, what was measured, what changed.
• If progress stalls, request an IEP team meeting. Bring the data and ask whether the intensity or method needs to change.
• Build the relationship before you need it. Teachers are your allies. (Edition 22)

You are not alone in this

Advocating for your child is a role you did not ask for, and you can absolutely grow into it. Start with one written request and one good question. The rest follows.