Should the term "dyslexia" be included in IEP documents according to current standards?

The inclusion of the term "dyslexia" in Individualized Education Programs (IEPs) is a topic of significant discussion in educational settings. Current standards and guidelines indicate that while educators and specialists recognize dyslexia as a specific learning disability, the decision to explicitly include the term in IEP documentation can vary.

In many cases, the focus should be on the specific needs of the student rather than the label itself. Describing the student's challenges in terms of the specific skills or areas needing support—such as phonemic awareness, decoding, or reading fluency—may be more appropriate. These descriptions align with a strengths-based approach and ensure that the IEP is centered around actionable goals and strategies tailored to the student's unique learning profile.

Thus, while many educational professionals and parents advocate for the explicit use of "dyslexia" to ensure appropriate interventions and resources, the decision ultimately rests on various factors, including local policies, the preferences of the educational team, and the best practices related to individualizing education for the student in question.