---
title: '5 self-advocacy sentence starters for middle-schoolers with dyslexia '
description: Middle-schoolers with dyslexia may be hesitant to self-advocate. Here are some situations and responses to practice with your child to make it a little easier.
slug: 5-things-your-middle-schooler-with-dyslexia-can-say-to-self-advocate
author: Amanda Morin
reviewer: Mark J. Griffin, PhD
published: '2019-10-01T19:50:24.019Z'
thumbnail: https://cdn-images.understood.org/p0qf7j048i0q/2rOpNSvl8mmQc2oHo6xpAN/672f59cb2247711b7105d219b9b129b8/G1137620186.jpg
source_url: https://www.understood.org/en/articles/5-things-your-middle-schooler-with-dyslexia-can-say-to-self-advocate
lang: en
---

# 5 self-advocacy sentence starters for middle-schoolers with dyslexia 

Middle school can be a tough time for all kids. And kids with dyslexia don’t want to feel singled out. It’s important to build [self-advocacy](https://www.understood.org/en/articles/the-importance-of-self-advocacy) skills to help them get what they need. Rehearsing common situations can help kids know where to start.

## 1. “Can I do part of this later?”

**The situation:** The coach says, “You need to sit down and fill out these forms before you can play.”

**Your child can take the coach aside and say:** “It may take me a little longer to read them. Can I work on it at home tonight, and still play today?”

**Your child can say to you:** “Coach wouldn’t let me play today because I couldn’t get the forms filled out. Can you talk to him about it?”

## 2. “Can you help me prep for reading aloud?”

**The situation:** Your child doesn’t feel comfortable reading aloud but doesn’t know how to tell the teacher.

**Your child can say to you:** “I need some help figuring out what to tell the teacher when I’m called on.”

**Your child can say to the teacher later:** “Can we choose the section I’m going to read out loud before next reading time? I can practice it and be prepared.”

## 3. “Is there an audiobook?”

**The situation:** The teacher says to the class: “By now you all should have read the book that you’ll be basing your projects on. If not, please make sure you do.”

**Your child can say to the teacher at the end of class:** “That’s a tough book and it’s taking me longer than I expected. Is there an audiobook version I can use?”

**Your child can say to you:** “Can we read this book together? It’s too hard for me, but I don’t want to be the only kid who hasn’t read it.”

## 4. “Can I get a copy of the teacher’s notes?”

**The situation:** Your child couldn’t finish copying all the notes on the board before the bell rang.

**Your child can say to the teacher at the end of class:** “I couldn’t read fast enough to get the notes down. Do you have a copy I can take home with me?”

**Your child can say to you or the IEP team:** “I have trouble copying the notes from the board. Can we add something to my learning plan that says I can get a copy ahead of time or after class?”

## 5. “Can we set up a time to talk about this?”

**The situation:** The teacher doesn’t remember that your child has the option to do a video book report instead of an essay and marks it as incomplete.

**Your child can say to the teacher at the end of class:** “Can we set up a time to talk about this? I remember us talking about how I could do this report differently. I’m worried about having an incomplete.”

**Your child can say to his IEP team:** “How can we make sure all the teachers know about my accommodations?”

---

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