Understanding the IEP Process

Last updated: June 2026 

Authors: National Stuttering Association Marketing & Education Team with contributions from Nicole Kulmaczewski, MS, CCC-SLP, Jacqueline Toscano, SLP.D. CCC-SLP, Lynne Remson, CCC-SLP, Karen Kumar, CCC-SLP, Dr. Scott Yaruss, CCC-SLP, and Joan Duffield (Special Education Teacher and Parent)

What Is an IEP?

An Individualized Education Program (IEP) is a legally binding plan under the Individuals with Disabilities Education Act (IDEA) that outlines the specialized instruction, supports, and services a student with a disability needs to access a Free Appropriate Public Education (FAPE).

Can Stuttering Be Part of an IEP?

Yes, absolutely. For a child who stutters, an IEP ensures their communication needs are recognized and that they have equal opportunities to participate fully in the classroom and school environments. Eligibility is based not only on stuttering severity, but on how it impacts educational access and social-emotional well-being.

Curious whether an IEP or a 504 Plan is the better fit? See our IEP vs 504 Plans guide for a direct side-by-side comparison.

The Evaluation Process

Preschool: Early Identification and Evaluation

1. Referral – Parents or preschool teachers refer the child for assessment if stuttering appears to impact daily communication. Parents typically contact the school district's services coordinator to request screening.

2. Multidisciplinary screening – A team (preschool teachers and speech-language pathologists [SLPs]) screens cognitive, motor, social/emotional, self-help/adaptive, communication, vision, and hearing. Based on results and parent concerns, the team may recommend a full evaluation.

3. Consent and rights – Parents are advised of their due-process rights, including the requirement of signed consent before evaluation. In some districts, evaluations occur with parents present.

4. Comprehensive assessment – The SLP gathers a case history and assesses voice quality, receptive/expressive language, social-pragmatic communication, speech sound production, and fluency. Speech samples are collected across conversation, storytelling, and play (a recorded sample may be used if the child is shy).

5. Determination – The SLP determines whether disfluencies are typical for development or indicate Childhood Onset Fluency Disorder (stuttering), and the team decides if the child qualifies as Speech-Language Impaired.

6. IEP development – If eligible, the SLP and parents develop the IEP. Districts must hold the IEP meeting and begin services within 60 calendar days of parental consent.

School-Age IEP Process

1. Concern raised – A parent, teacher, or staff member raises concerns about speech or academic participation, followed by a written referral.

2. Consent to evaluate – The school seeks parental consent, then a multidisciplinary team (including an SLP) conducts evaluations using observations, standardized assessments, interviews, and classroom samples.

3. Impact areas examined – Classroom participation, oral presentations, social interactions, and testing performance.

4. Eligibility decision – Based on stuttering's impact on educational access and social-emotional well-being, not severity alone.

5. IEP creation – If the student qualifies under Speech or Language Impairment, the IEP includes measurable goals, accommodations, services, and progress tracking. Written parental consent is required before implementation.

6. Ongoing review – IEPs are reviewed annually, with reevaluation every three years.

What Accommodations May Help

An IEP for a student who stutters should focus on access, participation, and self-advocacy.

Flexible response options

• Extra time for oral presentations or discussions

• Option to respond in writing, by video, or in smaller groups

Reduced communication pressure

• Teachers avoid interrupting or finishing sentences

• No forced participation in timed or random reading

• Students may volunteer rather than being called on unexpectedly

Supportive classroom environment

• Teachers model patience and provide wait time

• Peers are educated about stuttering to reduce teasing

• Preferential seating near supportive classmates or teachers

Testing accommodations

• Extended time for oral test sections

• Alternative formats when appropriate

Assistive technology

• Recording devices or communication-support apps, if the student prefers

Examples of Stutter-Affirming IEP Goals

• Self-Advocacy: Identify two strategies for explaining stuttering to peers/teachers and practice them in role-play with 80% accuracy.

• Communication Confidence: Increase class discussion participation by initiating at least two contributions per week, self-rating comfort afterward.

• Education and Awareness: Explain what stuttering is and share two helpful communication strategies in structured practice.

• Strategy Use: Choose and use preferred strategies (e.g., voluntary stuttering, easy onset) during structured tasks with 70% independence.

• Emotional Support: Use self-rating scales to reflect on comfort and tension when speaking, sharing results weekly with the SLP.

Related and Collaborative Services

• Speech Therapy: Builds understanding of stuttering, self-acceptance, and communication strategies; goals are co-created with the student.

• Counseling and Collaboration: SLPs, teachers, and counselors coordinate to address anxiety, bullying, or self-esteem concerns.

Navigating Transitions Between School Levels

• General: Parents should connect with the school SLP early and advocate for collaboration. Annual reviews typically occur at year-end to assess progress and plan ahead, ideally with both current and future teachers/SLPs discussing summer experiences, updated goals, and support strategies.

• Middle school: Informal meetings that include the child when appropriate work well.

• High school: Requires increased student autonomy. Teens should help set goals and decide whether to continue school-based therapy, seek private services, or take a break. Parents can request introduction meetings with new SLPs.

How Often Is an IEP Reviewed?

Under IDEA, every IEP must be reviewed at least once every 12 months and reevaluated every three years. Reviews can be requested anytime needs change. Schools track progress toward goals to determine if supports remain effective or need adjustment, and parents receive progress reports at least as often as report cards.

What If My Child Resists Therapy?

If a child or teen dislikes traditional pull-out sessions, ask the IEP team about a "Monitor" model instead of discontinuing services entirely. This includes regular SLP check-ins with the student, teachers, and parents, keeping the IEP active and Specially Designed Instruction available without weekly sessions. Reinstating direct services later is quick — full discontinuation would require restarting the entire evaluation process, which can take months.

What Should Parents Ask for Next?

• Build a collaborative relationship with your school's SLP and teachers

• Learn about stuttering to advocate effectively

• Encourage your child to talk about their experiences, fears, and successes

• Keep communication open during school transitions

• Advocate for your child's voice and preferences in therapy decisions

• Not sure if an IEP is the right fit? Compare it with a 504 Plan to see which support structure matches your child's needs