The most useful back-to-school work for a child with dyslexia happens before the first bell — in the quiet weeks when you can think clearly and the school still has room to plan. Accommodations that are agreed in August get used in September; accommodations you scramble for in October arrive after a month of avoidable struggle. Here's how to use this window well, whether your child already has a plan or you're starting from scratch.
IEP or 504 — what's the difference, quickly?
Both are legal plans in US schools, and the distinction is practical. An IEP (under IDEA) provides specially designed instruction plus accommodations for a child whose disability affects learning enough to need specialized teaching — the vehicle for actual structured-literacy intervention. A 504 plan (under Section 504 of the Rehabilitation Act) provides accommodations and access — extended time, audiobooks, reduced copying — for a child who needs supports but not specialized instruction. Many children with dyslexia are served under one or the other; which fits depends on need. If your child has neither and you suspect dyslexia, the pre-year move is a dated, written request for evaluation. Our laws guide explains the rights behind both.
Which accommodations actually matter for dyslexia?
Focus on the ones that remove the barrier without lowering the bar. The workhorses: audiobooks and text-to-speech so reading level doesn't cap learning; extended time so speed doesn't masquerade as ability; reduced copying from the board and provided notes; oral or recorded directions; not penalizing spelling on content work; speech-to-text for writing; and access to assistive technology the child already knows how to use. The test for any accommodation is simple — does it let your child show what they know, rather than what dyslexia makes hard? Our assistive technology resources cover the tools; the plan makes them official.
Your pre-year checklist
- Re-read last year's plan now. Note what worked, what was ignored, and what your child outgrew. Draft the changes you want before anyone asks.
- Put requests in writing, dated. A new evaluation, a plan meeting, or a specific accommodation — email creates a record and starts timelines. Templates are in our printables.
- Confirm every teacher has the plan. Accommodations fail most often because a teacher never saw them. Ask, by name, how each teacher will receive it.
- Set up the tech before day one. Log-ins, audiobook accounts, and text-to-speech should work at home first, so week one isn't spent troubleshooting.
- Brief your child. Kids should know what they're entitled to and how to ask — a quiet "I use audio for long readings" is self-advocacy that lasts a lifetime.
What should you watch in the first weeks?
- Homework that balloons. If a 20-minute task takes an hour, the plan isn't reaching the classroom.
- Stomachaches and stalling. Avoidance often shows up in the body before it shows up in words — an early signal, not defiance.
- "I'm just dumb." Negative self-talk is a cue to intervene on confidence and on the plan. Our signs guide helps you name what you're seeing.
- Silence from school. No news isn't always good news — check that accommodations are actually being used, not just written down.
How do you actually request a plan — and what are the timelines?
The move that starts everything is a dated, written request. If your child already has a plan, email the case manager or 504 coordinator to ask for a review meeting and name the changes you want. If your child has no plan and you suspect dyslexia, email the school to request a formal evaluation, state that you suspect a disability affecting learning, and describe what you're seeing. Writing and dating it isn't a formality — it starts legal timelines and creates a record if you need one later.
From there, the process has predictable stages. The school seeks your consent to evaluate; under federal special-education law there's a defined window to complete the evaluation once you consent (commonly around 60 days, though states vary), after which a team meets to decide eligibility and, if your child qualifies, writes the plan. IEPs are reviewed at least annually and reevaluated periodically; 504 plans are reviewed on a reasonable schedule too. Bring evidence to these meetings: work samples, any outside evaluations, and a concrete description of the pattern you see — our signs-by-age guide and printable checklists help you document it. And know your footing if a school declines to evaluate: ask for that decision in writing, because it must be, and it opens the door to the dispute-resolution options your rights include. "Let's wait and see" is not, on its own, a lawful reason to refuse.
Frequently asked questions
Can I request accommodations before the school year starts? Yes, and it's smart timing. You can email a dated request for a plan meeting or evaluation over the summer or in the first days of term. Schools have legal timelines to respond, and starting early means supports can be in place before assignments pile up.
My child has dyslexia but no IEP or 504 plan. Where do I start? Start with a dated, written request to the school for an evaluation, stating that you suspect dyslexia and describing what you see. That request triggers a formal process and timelines. Our advocacy toolkit walks through the letter and the meeting step by step.
What if teachers don't follow the accommodations? First confirm each teacher actually received the plan — the most common failure is a plan that never reached the classroom. If it's known and not followed, put your concern in writing to the case manager or 504 coordinator; a documented plan is legally binding, not optional.
Source: "Accommodations for Students with Dyslexia" — International Dyslexia Association