Alexis Irazoque, M.S., CCC-SLP
Speech delay can qualify a child for an IEP, but not every child with a speech or language delay will meet the requirements for special education. To qualify under the Individuals with Disabilities Education Act (IDEA), a child must have a qualifying disability and need special education and related services because of that disability. In this article, we explain how IEP eligibility works, what school-based speech services may look like, and what other options are available if your child doesn’t qualify for an IEP.
Key takeaways
Speech delay can qualify a child for an IEP. IDEA includes speech or language impairment as one of the disability categories that may qualify a child for special education.
An evaluation or diagnosis alone doesn’t guarantee an IEP. The school must determine that your child has a qualifying disability and needs special education and related services as a result.
School-based speech services are individualized. If your child qualifies for an IEP, a school speech therapist may provide direct therapy, classroom support, or other services based on your child’s needs.
An IEP isn’t the only way a child can receive support at school. Depending on your child’s needs, they may receive general education supports, qualify for a 504 plan, or receive other school-based services.
You can ask for a special education evaluation in writing. You don’t need to wait for a doctor's referral or private speech therapy evaluation to ask your child's public school to evaluate their speech and language skills.
Private speech therapy can be used alongside school-based speech therapy. School-based and private speech therapy have different purposes, and many children benefit from both.
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Start the screenerDoes speech delay qualify as a disability under IDEA?
Yes, speech delay can qualify as a disability under IDEA, but not every child with a speech delay will qualify for special education.
IDEA is the federal law that governs special education services in public schools. It identifies 13 disability categories, including speech or language impairment. Under IDEA, a speech or language impairment can include conditions such as stuttering, speech sound disorders, language impairments, or voice impairments when they adversely affect a child’s educational performance. (Some states may use the term “speech impairment” for this category.)
A speech delay is a broad term that can involve more than how a child talks. It may include difficulties with speech, language, or early literacy skills. For example, a child may have trouble making certain sounds, understanding or using language, or developing the language skills needed for reading and writing.
The key question is not simply, “Does my child have a speech delay?” Instead, the school evaluates whether:
Your child has a disability that meets IDEA’s eligibility requirements, and
Because of that disability, your child needs special education and related services
This means a child could have difficulty with speech but not qualify for an IEP if the school determines that the child does not meet IDEA’s eligibility requirements or does not need special education because of the disability.
For example, a child who has trouble pronouncing the /s/ sound may still participate successfully in the classroom and communicate well with teachers and classmates. Another child with a speech difference may be hard to understand, which could affect their ability to participate or express what they know.
“The evaluation should consider the whole child—not just a single test score,” says Archana Ramanujam, SLPD-CCC-SLP, an Expressable speech therapist with experience supporting children in schools.
Some states also allow children ages 3 through 9 to qualify under a developmental delay category when they meet the state’s criteria. State rules can differ, so your child’s school or state education agency can explain which eligibility categories apply where you live.
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IEP vs. 504 plan for speech delay: What's the difference?
An IEP and a 504 plan can both support a child with a disability at school, but they serve different purposes.
An Individualized Education Plan (IEP) is created under IDEA and provides special education, related services, and other supports for eligible students. A 504 plan falls under Section 504 of the Rehabilitation Act and provides services, aids, or accommodations that help students with disabilities access their education.
Here’s how they compare: IEP for speech delay
Eligibility: Child meets IDEA disability criteria and needs special education and related services because of the disability
Speech therapy: May include school-based speech-language services when needed
Classroom supports: May include accommodations, modifications, and other supports
Goals: Includes measurable annual academic and functional goals
Who creates it: IEP team, including the child’s parents and school staff
504 plan for speech delay
Eligibility: Student has a disability that substantially limits one or more major life activities
Speech therapy: May include accommodations or other supports related to communication
Classroom supports: May include accommodations and other supports
Goals: Does not use IEP-style annual goals
Who creates it: A group of knowledgeable school staff, with some degree of parent involvement
An IEP and a 504 plan are not the only ways a child can get support at school. Some children may receive classroom support or speech therapy through other school programs, without having an IEP or 504 plan.
“A child with a speech delay may qualify for an IEP, a 504 plan, another type of school support, or none of these. It depends on the child’s needs and the results of their evaluation,” explains Ramanujam.
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How do I request a speech evaluation from my child's school?
If you’re concerned about your child’s speech or language development, you can ask for a special education evaluation from your child’s public school district in writing. You don’t need to wait for a doctor's referral or a private speech-language evaluation to make the request.
Here’s what the process may look like.
1 Put your request in writing
Send an email or letter to your child’s teacher, principal, or special education department. Explain that you’re asking for an evaluation because you have concerns about your child’s speech and/or language development.
Be specific about what you’re noticing. For example:
“My child is hard for people to understand.”
“My child has trouble following classroom directions.”
“My child avoids answering questions in class.”
“My child has difficulty finding the words to explain what they know.”
2 The school responds to your request
The school may meet with you to talk about your concerns and determine whether an evaluation is appropriate. If it is, you’ll receive information about the evaluation and will need to provide informed consent before the school gives your child the evaluation.
“If the school does not agree that an evaluation is needed, you can still advocate for your child,” Ramanujam recommends. “You can explain what you’re seeing at home and how your child acts with other children. Ask the teacher what they see in the classroom. You can also ask the school to explain its decision and whether other supports may be available.”
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3 Your child has their evaluation
A school evaluation may include standardized testing, observation, interviews, classroom information, work samples, and information from parents and teachers.
A speech-language evaluation may look at areas such as:
Speech sound production
Vocabulary and grammar
Voice
How communication affects participation at school
IDEA requires an evaluation to assess all areas related to the suspected disability, rather than relying on one test alone. Under IDEA, the evaluation generally must be completed within 60 days after the school receives your consent, unless your state has a different timeline or an exception applies.
4 The team determines eligibility
After the evaluation, you and a group of qualified school professionals review the results and determine whether your child meets IDEA’s requirements for special education.
If your child is determined to have a disability and needs special education and related services, the school must develop an IEP based on your child’s needs.
If your child doesn’t qualify, the school should explain the reason and tell you what other supports may be available.
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What speech services can a child receive through an IEP?
If your child qualifies for an IEP, the team determines what speech-language services they need, how often and for how long they should receive them, and where those services will take place. There isn’t one standard schedule for children with speech delays or other speech-language impairments. Services might look very different from one student to another.
Direct speech-language therapy
A school-based speech-language pathologist (SLP), also known as a speech therapist, may work directly with your child to address communication needs and IEP goals. Therapy might happen individually or in a small group.
For example, a child might work on:
Producing specific speech sounds
Speaking more clearly
Understanding directions
Building vocabulary
Using longer or more complex sentences
Answering questions
Retelling stories
Participating in classroom discussions
The frequency and length of therapy should be based on your child’s needs and explained in the IEP.
Push-in and pull-out services
Pull-out therapy happens outside the classroom, often in a therapy room. This can give the child focused time to practice speech skills with a small group of students.
Push-in therapy happens in the classroom or another natural school setting. The speech therapist may support the child’s communication during class activities, discussions, or other routines.
A child may receive one approach or a combination of both.
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Consultation and collaboration
“Sometimes a speech therapist may support a child indirectly by working with teachers or other staff,” explains Ramanujam. “For example, the speech therapist might show the teacher how to encourage communication, or help them create opportunities for the child to practice their skills during class activities.”
Accommodations
An IEP may also include accommodations and other supports that help a child learn in school and express what they know. An accommodation is a tool, strategy, or change in the environment that helps a child overcome learning barriers so they can learn the same material as other students.
Depending on the child’s needs, accommodations might include:
More wait time when answering questions
Visual supports, such as picture schedules or visual step-by-step instructions
Directions presented in multiple ways
Opportunities to respond with different communication methods, such as making a gesture rather than speaking
Reduced distractions
Classroom seating that supports communication
Accommodations and supports should always be individualized to your child.
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What if my child doesn't qualify for an IEP?
If your child doesn’t qualify for an IEP, that doesn’t mean their speech and language needs should be ignored. The school may have other ways to support your child! Ramanujam recommends the following:
Ask the school to explain the decision. If the school decides that your child doesn’t qualify for an IEP, ask for written information about the decision and the evaluation results. Read through the information and ask the school to explain anything you don’t understand.
Your child may receive general education supports. Schools may use programs such as Multi-Tiered System of Supports (MTSS) or Response to Intervention (RTI) to give children extra help in class. Depending on your child’s needs, this could include classroom support, small-group instruction, progress checks, or other types of help.
These supports are different from special education. Your child can receive MTSS, RTI, or other classroom support and still be evaluated for special education if you have concerns about a disability.
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Your child may qualify for a 504 plan. If your child has a disability that substantially limits a major life activity, they may qualify for protections under Section 504, even if they don't qualify for an IEP.
“A 504 plan may provide accommodations that help your child take part in school,” says Ramanujam. “For a child with communication difficulties, this could include extra time to respond, having tasks or directions read aloud, visual supports, or other help based on their needs.”
Your child may benefit from private speech therapy. Private speech therapy can help address communication goals outside of school. It can also be used alongside school-based speech services.
School-based and private speech therapy have different purposes. School services focus on helping a child access and take part in their education. Private therapy can address any communication goals identified by the family and the child’s speech therapist.
If you’re thinking about private speech therapy while you work through the school evaluation process, you don’t necessarily have to choose between the two. Some children benefit from both kinds of speech therapy.
If your child receives school speech therapy, learn when private therapy might also be needed, plus info about speech therapy costs and finding a therapist.
If your child is under 3, early intervention may be another option. IDEA's early intervention program provides services to eligible infants and toddlers with developmental delays or certain diagnosed conditions. Speech therapy can be provided through early intervention; however, eligibility and how services are given vary by state.
If you have questions or concerns about the school’s evaluation, you can also ask about an independent educational evaluation (IEE).
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Get startedWhat are examples of IEP goals for speech delay?
IEP goals should be based on your child's evaluation, communication needs, and educational needs. These goals aren’t one-size-fits-all, and a child doesn't automatically need a particular goal because they have a speech delay.
Depending on your child’s needs, speech-language goals might address speech sounds, understanding or using language, fluency, social communication, or functional communication in the classroom.
Here are examples of how a school-based speech therapist might write annual goals for your child:
Speech sounds
Given appropriate cues, [Child] will produce target speech sounds in words with 80% accuracy across three consecutive data-collection sessions.
Following directions
Given verbal and visual supports, [Child] will follow two-step classroom directions in 4 out of 5 opportunities across three consecutive sessions.
Vocabulary
Given a classroom activity, [Child] will use targeted vocabulary words appropriately in 4 out of 5 opportunities across three consecutive sessions.
Answering questions
Given a short story or classroom passage, [Child] will answer who, what, where, when, and why questions with 80% accuracy across three consecutive sessions.
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Narrative skills
Given a visual story prompt, [Child] will retell a story by including the main characters, setting, problem, and key events in 4 out of 5 opportunities across three consecutive sessions.
Classroom participation
During structured classroom activities, [Child] will use an appropriate communication strategy to initiate or respond to a peer or teacher in 4 out of 5 opportunities across three consecutive sessions.
“These are examples—not goals that every child with a speech delay should have,” Ramanujam reminds parents. “Your child's age, communication profile, classroom needs, evaluation results, and the impact of their communication difficulties on their education should all guide goal development.” A child's goals may also change as their skills and educational needs change.
Have questions about your child’s speech and language development?
Figuring out school services can feel overwhelming, especially when you're not sure whether your child’s speech is affecting their ability to participate and learn at school.
If you’re concerned about your child's communication skills, a private speech-language evaluation can give you more information about their strengths and areas where they may need support. An evaluation can also help you better understand what types of speech therapy may be right for your child.
At Expressable, our experienced speech-language pathologists provide personalized evaluations and online speech therapy for children and families. Find the right speech therapist for your child here.
Frequently asked questions (FAQs)
Possibly. A child with a speech or language disability may qualify for a 504 plan if the disability substantially limits a major life activity, such as communicating or learning. A 504 plan can provide accommodations and other supports to help a child take part in school. It does not provide special education services in the same way an IEP does.
The timeline varies by state and school district. Under IDEA, an evaluation generally must be completed within 60 days after the school receives your consent, unless your state has a different timeline or an exception applies. This 60-day timeline is for completing the evaluation. It does not necessarily include the time needed to decide if your child qualifies or develop the IEP. Those steps happen after the evaluation and may have their own state or local timelines.
Your child may be able to receive an evaluation through the public school system even if they attend a private school. Under IDEA, public school districts must identify and evaluate children with disabilities who are placed in private schools by their parents. The school district responsible for the evaluation may depend on where your child lives and where the private school is located.
If your child qualifies for services under IDEA but stays in a private school chosen by your family, they generally do not have the same right to a public-school IEP and special education services as a child enrolled in public school. Instead, they may receive equitable services through a services plan. The services available can vary based on where you live.
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