504 Plan for Dyslexia: Accommodations, Eligibility, and How to Request One

A 504 plan for dyslexia is one of the most common ways US public schools formalize support for students with this specific learning disability. Dyslexia affects reading, spelling, and decoding, and it routinely meets the bar for protection under Section 504 of the Rehabilitation Act of 1973. If your child has been diagnosed (or strongly suspected) and reading is hard enough to interfere with school, a 504 plan for dyslexia can level the field without changing what your child is expected to learn. This guide walks parents and teachers through eligibility, the 504 vs IEP decision, and the accommodations to ask for.

What is a 504 Plan for Dyslexia?

A 504 plan is a written agreement between a family and a school that lists the accommodations a student needs to access the general education curriculum. It comes from Section 504, a federal civil rights law that prohibits disability discrimination in any school that receives federal funding. To qualify, a student must have a physical or mental impairment that substantially limits a major life activity. For dyslexia, the relevant major life activities are reading, learning, concentrating, and thinking - all explicitly named in the statute.

Crucially, a 504 plan does not change what a child is taught or assessed on. It changes how they access content and show what they know. See the broader dyslexia pillar guide for the full instructional picture.

504 Plan vs IEP for Dyslexia: Which Does Your Child Need?

Both plans are legally binding, but they live under different laws and do different jobs. A 504 plan provides accommodations. An IEP, under the Individuals with Disabilities Education Act (IDEA), provides specialized instruction and related services on top of accommodations.

• 504 plan: Best for students whose dyslexia is identified but who can access grade-level work with accommodations like extended time, text-to-speech, and oral testing.
• IEP: Best when a student needs structured literacy instruction (Orton-Gillingham, Wilson, etc.), pull-out reading intervention, or progress monitored against measurable goals.

If your child is reading well below grade level and needs explicit, multisensory reading instruction, an IEP is usually the right tool. If decoding is the main barrier but comprehension and reasoning are strong, a 504 plan with the right accommodations often works. For a deeper comparison and example goals, see our guide to writing dyslexia IEP goals.

Common 504 Plan Accommodations for Dyslexia

The strongest 504 plan dyslexia accommodations are concrete, observable, and tied to a specific barrier. Vague language like "teacher will provide support" is hard to enforce. Push for accommodations that name the tool, the setting, and the trigger.

• Extended time (typically 1.5x or 2x) on reading-heavy assignments and tests, including state assessments where allowed.
• Oral testing or test items read aloud by a human or an approved screen reader.
• Access to text-to-speech for grade-level texts, including textbooks, worksheets, and on-screen reading.
• Alternate-format materials: digital copies of print handouts so they can be read aloud or reformatted.
• Reduced reading load when the goal is content mastery rather than reading fluency.
• Copy of teacher notes or peer notes so the student is not penalized for slow note-taking while decoding the board.
• Speech-to-text for written assignments, so expressive writing is not blocked by spelling.
• Spelling not counted on first drafts, in-class writing, or content-area assessments.
• Preferential seating near the front and away from distractions.
• Use of a dictionary or vocabulary tool during reading tasks.

For a broader list of teacher-side strategies that often pair with these accommodations, see dyslexia classroom accommodations that work.

How to Request a 504 Plan for Dyslexia

Any parent or teacher can refer a student for a 504 evaluation. You do not need a private diagnosis, although one helps. Put the request in writing, address it to the school principal or 504 coordinator, and keep a copy. The school then convenes a 504 team (parents, teachers, and an administrator) to review report cards, work samples, screenings, and any outside evaluations. The team decides on eligibility and, if the student qualifies, drafts the accommodation list. The plan is reviewed at least annually.

How Mote Supports a Dyslexia 504 Plan in Practice

A 504 plan accommodation of "access to text-to-speech for grade-level texts" is implementable in any Google Workspace classroom via the Mote Chrome extension - no separate software purchase, no separate login. Mote maps directly to the accommodation language schools actually write into 504 plans:

• Read Aloud with human-like voice delivers the text-to-speech accommodation across Google Docs, Slides, and the wider web.
• PDF Read Aloud covers the alternate-format accommodation when teachers share scanned worksheets or textbooks.
• Image Text Read Aloud uses OCR to make text inside images and screenshots accessible, closing a common gap in digital materials.
• Multilingual dictionary supports the "vocabulary access" accommodation and is especially useful for bilingual students with dyslexia.
• Speech-to-text delivers the written-output alternative so spelling does not block content learning.
• Highlighter support annotation and active-reading strategies that 504 teams often add for comprehension scaffolding.

Because Mote sits inside Google Workspace, the accommodation travels with the student to every assignment and every class, without flagging them as different in front of peers.

The bottom line: Dyslexia almost always qualifies for a 504 plan. Push for concrete, named accommodations rather than vague support language, and choose tools your school can deliver reliably across every classroom.