Accommodations for Students with Dyslexia: What to Ask the School

If your child has dyslexia, you have probably heard the word "accommodations" in school meetings. You may wonder what they look like in a real classroom and who makes sure they happen. This article explains common accommodations for students with dyslexia. It also covers what you can expect, which questions to ask the school team, and how to work with the paraeducator who supports your child.

One note before we start: rules about accommodations vary by state and district. This article is not legal advice. Your child's school team and your district are the best sources for how things work where you live.

What Accommodations Are

An accommodation changes how your child learns or shows what they know. It does not change what they are expected to learn. For example, your child might listen to a chapter instead of reading it in print. The content and the goal stay the same.

This is different from a modification. A modification changes the expectation itself, such as a shorter reading list or a different grading standard. The difference matters. Ask the team which supports in your child's plan are accommodations and which are modifications.

Accommodations are usually written into an IEP (Individualized Education Program) or a 504 plan. The team decides on them together. That team includes you, teachers, the case manager and other specialists. Once accommodations are in the plan, staff are expected to provide them.

Common Accommodations for Students with Dyslexia

Dyslexia mostly affects reading, spelling and sometimes writing. So most supports help your child get around print barriers. Every child is different, but here are supports teams often consider.

Reading Supports

• Audiobooks or text-to-speech so your child can access grade-level content by listening.
• Read-aloud of directions, questions or tests, when the plan allows it.
• Larger print, clear fonts and more spacing on worksheets.
• Fewer items per page so the page feels less crowded.

Writing Supports

• Speech-to-text tools so your child can say ideas before typing them.
• A scribe, where an adult writes down what your child says.
• Spelling not graded on assignments that measure other skills, like science.
• Graphic organizers to plan writing step by step.

Time and Setting Supports

• Extended time on tests and assignments.
• Breaks during long reading or writing tasks.
• A quieter setting for tests.
• Copies of notes instead of copying from the board.

These ideas also show up in many plans for other learners. Accommodations for students with disabilities share the same purpose: to give fair access to learning. The IRIS Center, a federally funded resource, has free learning modules on how schools choose and use accommodations. You may find them helpful background.

A quick caution about tests: state tests often have their own list of allowed accommodations. Something your child uses in class may not be allowed on a state test, or may need separate approval. Ask about this early.

What You Can Expect

Here is what usually happens once accommodations are in place.

• The plan guides the day. Teachers and support staff use the IEP or 504 plan to know what your child should receive.
• The teacher leads. The classroom or special education teacher plans how each accommodation fits into lessons.
• The paraeducator helps carry it out. A paraeducator may read tests aloud, scribe answers, set up audiobooks or remind your child to use a tool.
• Progress gets reviewed. The team checks whether supports are working, often at IEP reviews or progress report times.
• Changes go through the team. If a support is not helping, the team decides what to change. Staff do not change the plan on their own.

You can also expect some trial and error. A tool that sounds great on paper may not fit your child. That is normal. Good teams look at how your child responds and adjust.

Questions to Ask Your Child's School Team

You do not need to be an expert to ask good questions. Bring this list to your next meeting, or send a few questions to the case manager by email.

About the Plan

1. Which accommodations are in my child's plan right now?
2. Which ones are accommodations and which are modifications?
3. Which accommodations apply in every class, and which apply only in some?
4. Which accommodations are allowed on state and district tests?

About Daily Use

1. Who provides each accommodation during the school day?
2. What role does the paraeducator play in providing them?
3. How does my child get access to tools like audiobooks or speech-to-text?
4. What happens when a substitute teacher or new staff member is in the room?

About Progress

1. How do you track whether my child is actually using the accommodations?
2. How will you know if a support is helping or not?
3. Is my child also getting direct reading instruction, not only accommodations?
4. Who should I contact if I think something is not working?

Question 11 is important. Accommodations help your child access learning. They do not teach reading skills by themselves. Many students with dyslexia also need structured, explicit reading instruction. Ask how both fit together in your child's plan.

How to Work with the Paraeducator

The paraeducator often spends a lot of time with your child. They see what helps and what gets in the way. That makes them a valuable partner. It also helps to know what their role includes and what it does not.

What the Paraeducator Does

• Follows the IEP and any behavior intervention plan.
• Provides accommodations the way the teacher has planned.
• Notices how your child responds and shares that with the teacher.
• May keep simple notes or data that the teacher asks for.

What the Paraeducator Does Not Do

• Decide which accommodations your child gets.
• Change the plan or drop a support.
• Give a diagnosis or make placement decisions.

Those decisions belong to the IEP or 504 team, led by the teacher and case manager. If you ask a paraeducator to change something, they will likely send you to the teacher. That is them doing their job well.

Tips for a Good Partnership

• Use the school's communication path. Many schools want parent messages to go through the teacher or case manager. Ask what the preferred path is.
• Share what works at home. If your child does better with audiobooks at a slower speed, tell the teacher. The teacher can pass it to the paraeducator.
• Share how your child feels. If your child feels embarrassed using a tool in front of peers, say so. The team can look for quieter ways to provide it.
• Say thank you. Paraeducators often do steady, careful work that goes unnoticed. A short note goes a long way.
• Ask about small wins. Ask the teacher what the paraeducator has noticed. You may learn useful details about your child's day.

Helping Your Child Use Accommodations

Some children feel shy about using supports. They may not want to look different. You can help at home.

• Talk about accommodations as tools, like glasses or a calculator.
• Practice with tools like text-to-speech at home, if the school uses them.
• Encourage your child to tell an adult when a support is missing.
• Praise your child for asking for help. That is a real skill.

As your child grows, the goal is for them to know what helps and to speak up for it. The school team, including the paraeducator, can build this skill too.

Summary

• Accommodations change how your child learns, not what they learn.
• Common supports include audiobooks, read-aloud, speech-to-text, extended time and a scribe.
• The IEP or 504 team decides on accommodations. The teacher leads, and the paraeducator helps carry them out.
• Ask the team which supports are in the plan, who provides them, how progress is tracked and what applies on tests.
• Work with the paraeducator through the teacher, and share what works at home.
• Rules vary by state and district, so check with your school team for local details.