A Parent’s Guide to AI IEP Supports for Dyslexia, ADHD & Executive Function

Why “AI supports” belong in an IEP (and how to talk about them)

AI can sound like a buzzword, but in an IEP it should mean something simple: tools that reduce barriers so your child can access instruction and show what they know. For students with dyslexia, ADHD, or executive function challenges, the right technology can:

• Increase reading and writing independence
• Reduce time spent on “busywork” (decoding, copying, organizing) so thinking can shine
• Improve follow-through with reminders, chunking, and checklists
• Provide discreet support in the classroom (less stigma)

The key is making technology measurable and usable—not just “allowed.” When parents ask, “What to ask for in an IEP for technology?” the best answer is: request tools plus training, clear conditions for use, and a way to track whether they help.

A helpful framing for the IEP team:

• Goal: “My child needs access to grade-level content and a fair way to demonstrate learning.”
• Barrier: “Decoding, attention regulation, and planning make that hard.”
• Support: “Assistive technology and AI-based tools can reduce the barrier.”
• Measure: “We’ll track whether the support improves accuracy, independence, and time-on-task.”

In most districts, assistive technology can be written into an IEP as accommodations, supplementary aids/services, or even direct AT services. Don’t be shy about asking for an Assistive Technology (AT) evaluation if you’re not sure what fits.

IEP accommodations for dyslexia technology: what to request (and what it should look like)

Dyslexia is primarily a reading difference, but it affects writing too (spelling, organizing ideas on paper, transcription speed). The goal of technology is to separate comprehension from decoding and reduce the mechanical load of writing.

Here are high-impact, specific requests parents can make:

• Text-to-speech (TTS) across environments
  • Use for digital textbooks, PDFs, web pages, and teacher handouts
  • Include headphones/earbuds permission
• Audiobooks and accessible instructional materials
  • Bookshare, Learning Ally, district-provided accessible copies
  • Ensure access for core novels and content-area texts
• Speech-to-text (dictation) for writing
  • For drafts, constructed responses, and longer assignments
  • Include expectations for editing support (students still need to learn revision)
• Word prediction + spellcheck that supports dyslexic spelling patterns
  • Predictive typing can reduce frustration and improve output
• Optical Character Recognition (OCR) + read-aloud
  • For scanned worksheets or photos of text
• AI reading supports (with guardrails)
  • Tools that simplify vocabulary, provide definitions, or summarize a passage
  • Best used as “scaffolds,” not shortcuts

What makes these accommodations effective is specificity. Instead of “access to assistive technology,” consider language like:

• “Student will have access to text-to-speech for all classroom reading over 150 words, including tests that measure content knowledge (not decoding).”
• “Student may respond using speech-to-text for written assignments longer than one paragraph, with a final self-edit using spellcheck and teacher-provided rubric.”

Also request the missing piece many families overlook:

• Training and implementation support
  • “Staff will provide explicit instruction on using TTS and dictation, minimum 20 minutes/week for 6 weeks, then monitor independence.”

Assistive technology for ADHD students: supports that actually change the school day

For ADHD, technology isn’t just about “paying attention.” It’s about reducing friction between intention and action—starting, sustaining, and finishing tasks.

Strong assistive technology for ADHD students often includes:

• Focus supports
  • Visual timers (Time Timer-style), on-screen timers
  • Noise reduction: headphones, white noise (when allowed)
  • Distraction blockers during independent work (as a designated support, not a punishment)
• Instructional clarity tools
  • Teacher-provided digital directions (so students can re-check)
  • Recorded mini-lessons or audio instructions
• Work output supports
  • Speech-to-text for students whose attention “outpaces” their handwriting
  • Templates for writing and lab reports
• Organization and reminder systems
  • Assignment trackers, calendar reminders, “turn-in” checklists
  • A single home base for materials (one platform, one routine)
• AI planning assistants (used responsibly)
  • Breaking a big assignment into steps with mini-deadlines
  • Generating a study plan from a test date and topics

In IEP meetings, ADHD tech supports get watered down into “preferential seating” and “extended time.” Those can help, but they don’t teach follow-through. Ask for supports tied to moments that derail your child:

• Starting homework
• Remembering what the assignment is
• Knowing what “done” looks like
• Turning it in

A good technology accommodation includes a clear trigger and routine:

• “When independent work begins, student will open the class checklist and start a 10-minute timer for the first step.”
• “Assignments will be posted in the LMS by 3:00 pm daily; student will receive a reminder prompt at the end of class to record homework.”

Executive function tools for students: a practical menu for planning, memory, and follow-through

Executive function is the brain’s “management system.” Students can be bright and still struggle with:

• Planning and prioritizing
• Working memory (holding steps in mind)
• Self-monitoring (catching mistakes, tracking progress)

When parents search for executive function tools for students, the best tools are the ones that become part of the day—not another app no one opens.

Use this table as a menu of what to request and how to make it measurable.

Need (Executive Function)	Tool/Feature to Request	What to Put in the IEP (example wording)	How to Measure if it’s Working
Planning long projects	Digital planner with chunked deadlines; AI step-by-step breakdown	“For multi-week assignments, teacher will provide a digital project plan with 4–6 checkpoints; student may use an AI planning tool to generate steps, reviewed by teacher.”	Checkpoint completion rate; fewer missing milestones
Working memory for directions	Written + audio directions; repeatable checklist	“Directions for assignments will be provided in writing and posted digitally; student will have a checklist for multi-step tasks.”	Reduced ‘I don’t know what to do’ moments; fewer restarts
Time management	Visual timer; time estimates; calendar reminders	“Student will use a visual timer during independent work; teacher will cue time checks at halfway point.”	Increased on-task minutes; improved assignment completion
Task initiation	First-step prompts; templates; “start here” button/link	“Teacher will provide a ‘first step’ prompt and a pre-filled template for writing assignments.”	Faster start time; fewer prompts needed
Self-monitoring and editing	Rubric + AI-supported revision suggestions	“Student will self-check using a rubric and may use an AI tool to flag unclear sentences; final decisions remain student’s.”	Higher rubric scores; fewer careless errors
Organization	Single platform; color-coded folders; scan-to-PDF	“Materials will be posted in one consistent location; student will use a folder system; paper assignments may be scanned to PDF.”	Fewer lost papers; improved readiness

Two important guardrails for AI supports:

• Clarify when AI can help and when it can’t. For example: planning, outlining, and studying are often appropriate; writing the final essay without student input is not.
• Require adult review for accuracy. AI can make mistakes. Your IEP can state that AI outputs are a draft support, and the student is responsible for verifying.

What to ask for in an IEP for technology: a parent checklist + sample questions

In meetings, it’s easy to leave with vague promises like “We’ll try a tool.” Instead, aim for decisions you can point to later.

Bring these questions (and don’t be afraid to read them out loud):

• Access:
  • “Will my child have the tool on every device they use (Chromebook, iPad, home laptop)?”
  • “Will it work with the school’s testing platform and classroom materials?”
• Implementation:
  • “Who is responsible for setting it up and checking that it’s being used?”
  • “When in the day will my child be prompted to use it?”
• Training:
  • “Who will teach my child to use this tool, and how often?”
  • “Will teachers receive training too?”
• Privacy and policy:
  • “Is this tool approved by the district? What data is collected?”
  • “How do we ensure AI is used ethically and aligned with classroom rules?”
• Measurement:
  • “What will we track to know this accommodation is helping?”
  • “When will we review and adjust—6 weeks, 9 weeks, end of quarter?”

If the team is unsure what to choose, request an evaluation:

• “I’m requesting an Assistive Technology evaluation to identify tools that support reading, writing, attention, and organization, with a trial period and data.”

And if you’re worried the support will live on paper but not in practice, ask for a simple accountability step:

• “Can we add a monthly check-in note showing whether the tools were used and whether they helped?”

Next Steps: how to leave your IEP meeting with real AI supports (not vague promises)

Use this short plan to turn good intentions into usable supports.

• Before the meeting (this week):
  • Write down 3–5 “pain points” (e.g., ‘can’t finish reading’, ‘forgets homework’, ‘meltdown on writing assignments’).
  • Bring one work sample that shows the barrier.
• During the meeting:
  • Ask for specific tools (TTS, dictation, planner/checklist system) tied to specific tasks.
  • Request training time and a named person responsible for setup.
  • Confirm where the tools will be used: classroom, homework, assessments.
• After the meeting (first 2–4 weeks):
  • Ask for a short “tool rollout” plan: install dates, logins, and a quick practice routine.
  • Do a simple data check at home: Is work taking less time? Are fewer assignments missing? Is your child less frustrated?
• At the review point (6–9 weeks):
  • If a tool isn’t helping, don’t abandon tech altogether—adjust the tool, the prompts, or the training.
  • Ask for the next support level (for example: from “allowed to use dictation” to “dictation is modeled and practiced weekly”).

The goal isn’t to give kids an advantage—it’s to give them access. With the right IEP technology supports, students with dyslexia, ADHD, and executive function challenges can spend less energy fighting the format and more energy learning.