Can Schools Say “DYSELXIA??”
When my daughter, Kenzie, started kindergarten, she was full of joy. She loved school, loved her teachers, and loved to learn.
But somewhere along the way, that sparkle started to fade. School became hard. Homework turned into tears. She began saying things no child should ever feel about themselves, “I’m stupid.”
And as both her mom and a teacher, I was heartbroken and confused. It wasn’t until she was a senior in high school that we realized she was dyslexic.
The Unspoken Rule in Schools
I am a teacher and for years, I heard a phrase whispered among educators:
“We’re not allowed to say dyslexia.”
Because no one was allowed to talk about it, we didn’t really understand it. We wanted to help our students, but many of us had been told that dyslexia was a medical term, not an educational one. It was something to be diagnosed outside of school.
I vividly remembering a parent of one of my defeated, fifth grade students asking if I thought her son was dyslexic. My ignorant response, “I don’t think so because he doesn’t reverse letters and words. However, we aren’t allowed to use that term. You will need to take him for outside testing to know for sure.”
I AM SO SORRY!
This unspoken rule and the many misunderstandings around dyslexia have done so much damage. Children like Kenzie, and my 5th grader, struggled without understanding why. For years, well-intentioned teachers have felt powerless to explain why bright, articulate students couldn’t seem to master reading and spelling. And, frustrated parents felt lost and didn’t understand why teachers couldn’t help.
The Truth: Schools Can and Should Say Dyslexia
Let’s clear this up once and for all.
Schools in the United States can legally say dyslexia.
In fact, the U.S. Department of Education specifically addressed this confusion in a 2015 document known as the Dear Colleague Letter on Dyslexia, Dyscalculia, and Dysgraphia.
This letter, issued by the Office of Special Education and Rehabilitative Services (OSERS), states clearly that there is nothing in the Individuals with Disabilities Education Act (IDEA) that prevents educators from using those terms in evaluations, eligibility determinations, or IEPs.
“There is nothing in IDEA that would prohibit the use of the terms dyslexia, dyscalculia, and dysgraphia in IDEA evaluation, eligibility determinations, or IEP documents.”
— U.S. Department of Education, 2015
In other words, not only can schools say dyslexia; they should!
Because naming the challenge allows us to connect students with the right kind of instruction. It builds a bridge between research, classroom practice, and family understanding.
You can read the full letter here:
Why Naming It Matters
When we name dyslexia, we do more than identify a learning difference; we give it shape, structure, and support.
Dyslexia is not a reflection of intelligence or effort. It’s a neurobiological difference that affects how the brain processes language (particularly how sounds are matched to letters).
Students with dyslexia often:
Struggle to decode unfamiliar words
Read slowly and laboriously
Spell inconsistently
Have high oral language and vocabulary and comprehend well when text is read aloud
For teachers and parents, it’s important to remember that instruction, intervention, and related services must be based on the child’s unique needs. Using a broad term like “learning disability” makes that far more difficult. Even less-specific phrases like “learning difference” can unintentionally blur what a student truly needs.
When we avoid the word dyslexia, we also avoid the clarity it brings. Without naming it, teams may struggle to match students with appropriate, evidence-based interventions.
When we do name it, we make targeted, research-based instruction possible, and that changes outcomes and restores confidence.
Sally Shaywitz, a leading dyslexia researcher, says, “For those with dyslexia, knowing that they are dyslexic provides direction and a starting point for self-advocacy and accommodations. It helps them feel that they are not alone—that they are part of a community of dyslexics contending with similar struggles. They can look to other people with dyslexia who are succeeding and know that they can do the same. They develop greater self-awareness about the specific challenges they face and what they can do to succeed, rather than assuming they are stupid or lazy. And they can learn to identify and utilize their strengths in both school and, later, in the workplace, bringing their best assets to the job at hand, knowing what tasks to delegate and when to allow themselves a little extra time.”
When we say dyslexia, we eliminate fear.
We validate experiences.
We invite understanding and collaboration.
Saying the word doesn’t just label a child; it gives them an explanation for what they are living.
It allows teachers and parents to work together from a place of knowledge and compassion, not confusion and defeat.
This Isn’t About Blame. It’s About Awareness.
Teachers didn’t create the confusion around the word dyslexia; they inherited it.
For decades, the system gave mixed messages. Educators were trained to avoid clinical language, and parents were told to seek answers outside of school. The result? Gaps in identification, inconsistent instruction, and emotional scars that could have been prevented.
But the good news is this: we know better now.
We have clear federal guidance, growing state-level dyslexia laws, and a wealth of science showing that structured literacy works. Teachers across the country are embracing explicit, systematic reading instruction and changing lives every single day.
Diagnosis vs. Identification: Clearing Up the Confusion
It’s also important to understand that not all states follow the same protocols when it comes to diagnosing dyslexia.
In some states, only licensed psychologists or clinical specialists can make a formal medical diagnosis.
In others, qualified school teams can diagnose through educational evaluations.
Even teachers, administrators, and literacy specialists are often unsure what they can say, should say, or are allowed to say. This inconsistency creates confusion and delays in support.
Here’s the key message:
A formal diagnosis is not required to take action. What is important is that the characteristics of dyslexia are identified and lead to evidence-based instruction and intervention that will allow the student to grow and succeed.
Whether a student has a documented diagnosis or simply shows signs of dyslexia, structured literacy (explicit, systematic, and cumulative instruction in phonology, sound-symbol association, syllable types, morphology, syntax, and semantics) is the best response.
Structured literacy benefits all students, but it’s imperative for those on the dyslexic spectrum. Every child deserves access to instruction that aligns with how the brain learns to read.
Turning Awareness Into Action
If you’ve made it this far, you already care, and that’s where change begins.
One of the simplest, most powerful steps parents and teachers can take is to share the U.S. Department of Education’s Dear Colleague Letter on Dyslexia with your school or district leaders. Many administrators have never read it. This letter clarifies that schools can and should use the term dyslexia, and that students deserve instruction aligned to their specific learning needs.
Read and share the Dear Colleague Letter on Dyslexia (2015)
Beyond sharing, we need to stay involved in the larger movement: supporting legislation that mandates early dyslexia screening, structured literacy training for teachers, and intervention systems that catch struggling readers before they fall through the cracks. Every time we raise awareness, speak up at a board meeting, or advocate for evidence-based instruction, we move one step closer to changing outcomes for kids like Kenzie.
Kenzie’s story could have been different, and that’s why she’s willing to share it. She’s now 25, thriving, and proud of her dyslexic mind. But if early screening and dyslexia understanding had been in place years ago, her journey would have been less painful.
Let’s make sure every child’s story unfolds differently. Let’s keep saying the word dyslexia, keep sharing the science, and keep using our voices until every teacher is equipped and every student is understood.
Citations:
U.S. Department of Education, Office of Special Education Programs. (n.d.). Dear Colleague Letter on IDEA/IEP Terms. Retrieved October 20, 2025, from https://sites.ed.gov/idea/idea-files/osep-dear-colleague-letter-on-ideaiep-terms/
Understood For All. (n.d.). Checklist: Signs of dyslexia at different ages. Retrieved October 20, 2025, from https://www.understood.org/en/articles/checklist-signs-of-dyslexia-at-different-ages
Yale Center for Dyslexia & Creativity. (n.d.). Use the word dyslexia. Retrieved October 20, 2025, from https://dyslexia.yale.edu/dyslexia/use-the-word-dyslexia/?utm_source=chatgpt.com
International Dyslexia Association. (n.d.). What is structured literacy? Retrieved October 20, 2025, from https://dyslexiaida.org/what-is-structured-literacy/
Reading Rev. (2025). Learning to Thrive with Dyslexia: Kenzie’s story [YouTube video]. https://www.youtube.com/watch?v=VuYByiCpJTg&t=695s
