School Advocacy

Several federal laws protect the rights of students with dyslexia and other learning disabilities:

• Individuals with Disabilities Education Act (IDEA) – Ensures students with disabilities receive free appropriate public education (FAPE) tailored to their individual needs.
• Section 504 of the Rehabilitation Act – Prohibits discrimination against individuals with disabilities in programs that receive federal funding, including public schools.
• Americans with Disabilities Act (ADA) – Provides civil rights protections to individuals with disabilities similar to those provided to individuals on the basis of race, color, sex, national origin, age, and religion.

Under these laws, your child may be eligible for specialized instruction, accommodations, and modifications to help them succeed academically.

Documentation is your most powerful advocacy tool. Maintain a comprehensive record including:

• Samples of your child's work that demonstrate their struggles or progress
• Reports from teachers about classroom performance
• Evaluation reports from educational psychologists, speech therapists, etc.
• Medical records related to learning difficulties
• Correspondence with school staff (keep emails, take notes of phone calls)
• Meeting notes from IEP or 504 plan meetings
• Copies of all educational plans (IEPs, 504 plans, etc.)

Organize these records chronologically in a binder or digital folder. When meeting with school staff, bring relevant documentation to support your points. This evidence is crucial for demonstrating patterns and advocating for appropriate services.

Pro Tip: After meetings, send follow-up emails summarizing what was discussed and agreed upon. This creates a paper trail and confirms everyone's understanding of next steps.

Effective advocacy works best within the context of positive relationships. Remember that you and the school share the common goal of helping your child succeed.

Building Positive Partnerships:

• Approach discussions as a collaborative problem-solving process, not an adversarial one
• Acknowledge the efforts and successes of teachers and staff
• Volunteer in the classroom or school when possible
• Communicate regularly, not just when there are problems
• Be respectful of teachers' time and expertise
• Express appreciation when things go well

When Challenges Arise:

• Address concerns directly with the teacher before escalating to administration
• Focus on your child's needs rather than assigning blame
• Use "I" statements to express concerns (e.g., "I'm concerned about..." rather than "You're not...")
• Be open to compromise and creative solutions

Remember that teachers often have limited training in dyslexia. Sharing resources and information respectfully can help them better understand your child's needs.

Students with dyslexia may qualify for special education services under IDEA (resulting in an IEP) or accommodations under Section 504 (resulting in a 504 plan).

IEP Process:

1. Referral - Request a comprehensive evaluation in writing
2. Evaluation - School conducts assessments to determine eligibility
3. Eligibility determination - Team decides if student qualifies for services
4. IEP development - If eligible, a plan is created with specific goals and services
5. Annual review - IEP is reviewed at least once per year
6. Triennial reevaluation - Complete reevaluation every three years

504 Plan Process:

1. Referral - Request evaluation in writing
2. Evaluation - Less comprehensive than for an IEP
3. Eligibility determination - Team decides if student has a disability that substantially limits a major life activity (like learning)
4. Plan development - If eligible, accommodations are outlined
5. Review - Plan should be reviewed periodically

During IEP/504 Meetings:

• Bring support (spouse, educational advocate, etc.)
• Share your observations and concerns about your child's education
• Be specific about what your child needs based on their learning profile
• Focus on the results of evaluations and how they should inform instruction
• Take notes or record the meeting (with permission)
• Don't feel pressured to sign documents immediately if you need time to review

Remember that you are an equal member of your child's IEP/504 team. Your insights about your child are valuable and essential to creating an effective educational plan.

Accommodations level the playing field for students with dyslexia by removing barriers to learning without changing what they are expected to learn.

Common and Effective Accommodations:

Ensuring Accommodations Are Implemented:

• Make sure accommodations are written specifically in the IEP or 504 plan
• Discuss with each teacher how accommodations will be implemented in their classroom
• Check in regularly with your child about whether they're receiving their accommodations
• Address any implementation issues promptly with teachers, then administration if needed

Accommodations should be reviewed regularly and adjusted as your child's needs change. What works in elementary school may need to be modified in middle or high school.

Research consistently shows that students with dyslexia need structured literacy instruction – an approach that is explicit, systematic, cumulative, and multisensory.

Key Components of Structured Literacy:

• Phonology: The study of sound structure of spoken words
• Sound-Symbol Association: Mapping sounds to letters and letters to sounds
• Syllable Instruction: Teaching the six syllable types and division patterns
• Morphology: Study of meaningful units (prefixes, suffixes, roots)
• Syntax: Grammar, sentence structure, and mechanics
• Semantics: Comprehension and vocabulary

How to Advocate for Appropriate Instruction:

• Request information about the reading programs used in your child's school
• Ask about the qualifications and training of the person providing reading instruction
• Request evidence that the approach being used is appropriate for students with dyslexia
• Share information about structured literacy with teachers and administrators
• Request specific evidence-based programs like Orton-Gillingham, Wilson Reading System, or other structured literacy approaches

Look for instructional approaches that are:

• Explicit: Directly teaching concepts, not asking students to figure them out
• Systematic and Cumulative: Following a logical sequence from simple to complex
• Multisensory: Engaging visual, auditory, and kinesthetic pathways simultaneously
• Diagnostic: Continuously assessing and adjusting to student needs

Remember, the right instruction can make a tremendous difference for students with dyslexia, even more than accommodations alone.