Some children do best if they are allowed to be the captains of their own ships, charting their own paths by exploring their interests and pursuing their passions. If you favor this approach, you may want to choose a private school following a “democratic” philosophy, such as the Sudbury Valley model, where students of all ages determine what they will do, as well as when, how, and where they will do it.
The theory behind the Sudbury approach is simply that all children are curious, have an innate desire to learn, and that the most effective learning takes place when it is compelled by the intrinsic motivation of the learner. This approach can provide significant emotional benefits for a child with dyslexia, as the child will naturally tend to utilize his strengths and talents, and over time will gain confidence in his own ability to seek and explore new information. It can also provide a welcome respite for a child who has come to feel demoralized and discouraged in a conventional school setting.
On the other hand, your child will naturally tend to avoid tasks that are difficult unless they clearly lead to a desired goal. A child with good reading skills can use books to learn about almost anything, but the child with dyslexia who is unable to read is unlikely to be able to teach himself. There seems to be little harm done when a bright and active nine-year-old has not yet mastered the basics of reading, but the situation may be very different when the child is fifteen and still unable to read. Thus, at the very least, a child with dyslexia needs access to a good teacher or tutor when he is ready and asks for help on his own. As with other alternative approaches, if you choose the Sudbury model, you should be prepared to supplement your child's education with private tutoring or outside services if necessary.