IEPs for Dyslexia: How to Spot the Difference Between Empty Promises and Real Progress

For many families navigating the school system, an Individual Education Plan (IEP) feels like the answer to their child’s learning struggles. But here’s the hard truth: most IEPs are vague, unrealistic, and fail to deliver meaningful progress. They’re filled with goals like “Johnny will write a paragraph by September” without outlining how that will actually happen.

At DyslexAbility, we see this all the time. Parents bring us their child’s IEP only to discover that the goals don’t align with how their child actually learns. In this guide, we’ll show you what makes a good IEP for dyslexia, what to avoid, and how to advocate for your child with confidence.

What Is an IEP and Why Does It Matter?

An Individual Education Plan (IEP) is meant to be a personalised roadmap for a child with learning differences like dyslexia or ADHD. It’s typically developed during Student Support Group (SSG) or Parent Support Group (PSG) meetings and sets out goals, strategies, and accommodations.

Done well, an IEP helps ensure everyone — parents, teachers, and support staff — is  working toward the same goals. Done poorly, it’s just paperwork that leaves children even further behind.

The Problem with Most IEPs 

Too often, IEPs contain:

• Vague goals (e.g., “Emily will improve her reading fluency by June”).

• No measurable outcomes (no clear way to track progress).

• Unrealistic expectations (asking a child to write essays when they can’t yet read simple sentences).

• Lack of scaffolding and tools (ignoring visual prompts, slant boards, or assistive tech that support dyslexic learners).

As one DyslexAbility expert put it:

“Sometimes parents are told their child will be reading 35 words per minute by June 30th, but no one explains how that’s going to happen.”

In other words, many IEPs set kids up to fail, not because of the child, but because the plan itself is broken.

What Makes a Good IEP? 

At DyslexAbility, we encourage parents to look for SMART goals:

• Specific: What exactly will the child achieve?

• Measurable: How will progress be tracked? (e.g., correct words per minute at 90% accuracy).

• Attainable: Is the goal realistic given the child’s starting point?

• Relevant: Does the goal build toward essential skills like decoding, spelling, or comprehension?

• Time-bound: Is there a clear date and method for review?

Example of a bad goal: ❌ “Emily will increase her fluency by June.”

Example of a SMART goal: ✅ “Emily will increase her correct words per minute by 30, measured at 90% accuracy through a fluency assessment on June 15th.”

This kind of clarity keeps everyone, parents, teachers, and tutors, accountable.

How DyslexAbility Aligns with IEPs 

Here’s the key difference: while schools often write IEPs without the right teaching methods to back them up, DyslexAbility uses evidence-based, multi-sensory programs that actually deliver progress.

• We don’t just teach, we scaffold. Instead of asking Johnny to write an essay on Monday morning, we build foundational skills step by step.

• We use evidence-based programs. Our approach is grounded in the Barton Reading & Spelling System and structured literacy.

• We bridge the gap. When parents bring us IEPs, we help them interpret what’s realistic and show how our programs align with measurable progress.

• We empower parents. We teach families how to advocate for SMART goals during SSG/PSG meetings so schools are held accountable.

Put simply: while schools often create IEPs, DyslexAbility gives parents the tools, expertise, and confidence to ensure those plans aren’t just lip service.

Practical Takeaways for Parents

If your child has an IEP (or you’re about to attend an IEP meeting), here’s what to do:

• Look for SMART goals: specific, measurable, realistic, and time-bound.

• Check alignment with reality: if your child can’t spell “cat,” they shouldn’t be expected to write an essay.

• Ask about tools and scaffolds: is your child being given the right supports (visuals, tech, extra time)?

• Bring evidence from tutoring: progress made at DyslexAbility can help influence school expectations.

• Don’t be afraid to challenge vague goals: you are your child’s best advocate.

If your child has an IEP but you’re not seeing real progress, you’re not alone. Too many families are given plans that look good on paper but fail in practice.

At DyslexAbility, we provide evidence-based programs that bring IEP goals to life, helping children make measurable progress in reading, writing, maths, and confidence.

👉 Want to learn more about supporting neurodiverse learners? Explore practical resources and strategies at www.dyslexability.com.au.