Ultimately, your child will do better in school if he is able to advocate for himself. This is especially important as your child grows older, but even a kindergartner can be encouraged to speak up for himself when appropriate. Most modifications can also be arranged through informal, direct negotiation with the teacher. In a classroom, this can also take place in the course of normal communication; if your child learns to raise his hand and explain when he is having a problem, many issues may be resolved instantly.

Begin by helping your child understand his own learning style. Explain that every person is good with some things and has difficulty or needs to try harder in other areas. Use examples, mentioning some things that are hard for you or someone else he respects. Encourage your child to think about what strategies help him learn new material or what types of learning activities he enjoys.

Help your child learn how to approach her teacher and ask for specific changes or adjustments. Make sure your child knows the importance of speaking courteously and choosing an appropriate time to talk to the teacher. If your child has an IEP that lists specific modifications, make sure that your child knows what is in it, in language she can understand.

Your child may have better luck arranging modifications to assignments if he learns to offer something in exchange. For example, if the teacher has asked for a five-paragraph essay about a geography topic, your child might say, “I have dyslexia and it is hard for me to write, but I draw well. Can I write two paragraphs and draw a map?”

Help your child learn to state things positively: “I usually learn better if I…” He should try to avoid the appearance of making excuses for himself or trying to simply avoid work; “I can't” or “I don't want to” are not phrases that go over well with teachers.

Your child may find it helpful to volunteer to do tasks that are easy for him, such as running errands for the teacher or passing out and collecting classroom supplies, simply to demonstrate to the teacher that he is an eager participant. This will help avoid problems that arise when a teacher believes a child to be lazy or uncooperative.

When your child has difficulties with a teacher at school, go over the events and conversation at home. Try to draw your child's attention to points where he might have said the wrong thing; ask him, “How could you have said things better?” Have your child try out strategies you suggest, and report back later on whether the problem has been resolved.

As your child grows older, try to encourage her to resolve issues directly with the teacher as much as possible, continuing to offer helpful suggestions and guidance at home, if your child asks for your help. Resist the temptation to take over or contact the teacher if your child seems satisfied with the arrangement, even if you feel that expectations are set too high or too low. Your child will always have dyslexia; its important that she develop the ability to advocate for herself and to exercise good judgment in making decisions. The skills she learns at school will later be crucial to success at college or in employment.