Supporting a dyslexic child at school in Nigeria: what to ask for

Come with something concrete, not just a diagnosis. A letter from the evaluating specialist that translates the diagnosis into specific classroom recommendations (extra time on written work, oral rather than written testing where possible, larger or spaced-out text) gives a teacher something actionable, rather than asking them to work out what "dyslexia" means for their classroom on their own.

Extra time is usually the easiest accommodation to get, because it costs a school the least to implement: no new materials, no separate room, just flexibility on a deadline. If you're going to prioritize one ask, this is usually the highest-value, lowest-friction one to start with.

Reading aloud in front of the class is worth raising directly and specifically. Being called on to read unprepared text aloud is one of the more common sources of real distress for a dyslexic child, not because the material is too hard, but because it happens publicly and under time pressure. Asking that your child be given text in advance, or simply not be called on cold, is a small ask with a disproportionately large effect on how safe school feels.

Not every school will say yes to everything, and that's worth planning for rather than being surprised by. If a school is genuinely unable to accommodate what your child needs, that's useful information for a bigger decision, not necessarily a fight to have at every parent-teacher meeting. Keep the relationship workable; you'll likely need it again.

Outside school, the highest-value thing you can do at home is structured, systematic phonics practice, specifically the kind designed for dyslexic readers rather than general reading practice. This is usually a distinct skill from what a general tutor offers; it's worth asking your therapist specifically for this approach by name when looking for support.