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[quote=Anonymous]OP, I'll try to be helpful, but you will probably have to do a lot of research on your own to find things that are relevant to your child.

Things to consider:

Drop the word dyslexia. Use whatever term the school is using and what's in the report. Everybody is supposed to use the DSM V, the most recent diagnosis definitions. As PP noted, dyslexia is a really broad spectrum. Different interventions work for different types phonological and comprehension challenges. (Yes, there's a lot of technical terms and acronyms in the LD world.)

Ask for clear explanations from Special Ed staff. Just like when you're at the doctor, if they spout a lot of jargon, ask them to stop and re-explain in everyday terms with examples. They are experts in LD, but you are the expert on your child. It's like speaking different languages. You'll need translation and interpretation on both sides.

In math, if your child is on grade level, the school has done it's job. Unless the diagnosis is LD for math (aka dyscalculia), they're not responsible for accomodations or services because it takes your child longer to show their work. Try not to bring up areas where your child is "strong." Focus on the impact of dyslexia and dysgraphia across subject areas.

It doesn't have to be a fight. Depending on the teachers and principal, some IEPs do work out well. For us, after two years of fighting our neighborhood DCPS, changes in staff at school and central office took a 180 turn for the good. A DCPS rep actually ADDED hours in OT. The DCPS assistive technology person was super helpful. His report and phone comments during IEP meeting showed he really understood what software and tech was actually relevant. Not just a laundry list of stuff. It did feel like we finally had an IEP team, but it took years.

Most important, try to stay positive! One in five people have language-based LD not related to intelligence. Your child is not broken.  [/quote]

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