The Yale Center for Dyslexia and Creativity
Use the Word "Dyslexia"
1
Accurate
Diagnosis
Students who have a suspected area of disability are entitled to an assessment, regardless of whether they are in a public, private, or charter school. Read more...
2
Use the Word
Dyslexia
Schools must use the word “dyslexia” so that proper diagnosis and evidence-based instruction and intervention can be applied. Read more...
3
Evidence-Based
Instruction
All students deserve to have a written plan of action from the school, specifying the evidence-based intervention, frequency, and measurable objectives. This must be arrived at by a consensus between parents and teachers. Read more...
4
Accommodations

Accommodations must be provided to ensure that the students’ abilities, not their disabilities, are being assessed. Examples: extra time on tests, speech-to-text or text-to-speech technology, foreign language waiver or alternative. Read more...
5
Dyslexia-Friendly
Environment
A supportive environment that promotes educational and professional progress must be provided to enable dyslexic individuals to flourish to their full potential. Read more...
You Are Not Alone
1 in 5 people have dyslexia. It crosses racial, ethnic, and socioeconomic lines. You are part of a community of successful people who overcame dyslexia. Speak up about your dyslexia to teachers, school heads, peers, colleagues, and employers.
Click here for a free downloadable poster.
Use the word “dyslexia”

Schools must use the word “dyslexia” so that proper diagnosis and evidence-based instruction and intervention can be applied.

Once a diagnosis of dyslexia has been confirmed, it is so important that the word “dyslexia” be used by teachers, administrators, parents, and anyone on the student’s support team. And overall, it is critical to have dyslexia recognized not only by schools, and on student support teams, but also in legislature and public policy so that the millions of deserving boys and girls, men and women who are dyslexic can be diagnosed and receive the evidence-based services they deserve and require.

Knowing what dyslexia is and the supports that can be implemented to help those with dyslexia is essential for teachers, schools, and parents alike. It sounds simple, but there are many schools that don’t use the term, and sometimes parents avoid it because they don’t want their child labeled. Some use the eligibility category of “Specific Learning Disability” instead of dyslexia, because dyslexia does fall into this category. But the child ‘s support services are required to be uniquely tailored to their needs, thus why using the word dyslexia is so important.

Here are some tips to encourage the use of the word “dyslexia”:

  • Use the word dyslexia yourself.
  • Know that instruction, intervention, related services, etc., must be based upon the child's unique needs, and cannot be based simply upon the broad use of “Specific Learning Disability.”
  • Using dyslexia as a term that follows the student from year to year helps the next teacher pick up providing supports where last year’s teacher left off.
  • Often using the word dyslexia brings a sense of comfort, confidence, and identity to a student.
  • There are many successful people who openly call themselves dyslexic. Read their stories here.
  • If you are dyslexic, share your own story.