Understanding the IEP Process

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 in order to access a Free Appropriate Public Education (FAPE).

For a child who stutters, an IEP ensures their communication needs are recognized and that they have equal opportunities to participate fully in classroom and school environments.

Preschool: Early Identification and Evaluation

Parents or preschool teachers usually refer preschool children for assessment if stuttering appears to impact daily communication. Parents typically contact the school district’s services coordinator to request screening.

A multidisciplinary team—including preschool teachers and speech-language pathologists (SLPs)—screens developmental areas such as cognitive, motor, social/emotional, self-help/adaptive behavior, and communication. Vision and hearing screenings are also conducted. Based on the child’s performance and parent concerns, the team may recommend a full evaluation.

Parents are advised of their due process rights, including the need for signed consent before evaluation. In some districts, evaluations occur with parents present.

The speech-language pathologist gathers a detailed case history and assesses areas including:

• Voice quality

• Receptive and expressive language

• Social-pragmatic communication

• Speech sound production

• Fluency

Speech samples are analyzed across contexts such as conversation, storytelling, and play. Parents may be asked to provide a recorded sample if the child is shy or hesitant to speak.

The SLP determines whether the disfluencies are typical for language development or indicate Childhood Onset Fluency Disorder (stuttering). Based on results and history, the evaluation team decides if the child qualifies as Speech-Language Impaired and whether services are needed.

If eligible, the SLP and parents develop an Individualized Education Plan describing the child’s needs and how they will be met. Districts must conduct the IEP meeting and begin services within 60 calendar days of parental consent.

School-Age IEP Process

For school-age children, the process is similar. It often begins when a parent, teacher, or staff member raises concerns about a student’s speech or academic participation.

After a written referral, the school seeks parental consent to evaluate the student. A multidisciplinary team—including an SLP—conducts comprehensive evaluations using observations, standardized assessments, interviews, and classroom samples.

The team examines how stuttering affects:

• Classroom participation

• Oral presentations

• Social interactions

• Testing performance

Eligibility for an IEP is based not only on stuttering severity, but on how it impacts educational access and social-emotional well-being.

If the student qualifies under Speech or Language Impairment, the IEP includes measurable goals, accommodations, services, and progress tracking. Parents are equal partners in this process, and written consent is required before implementation.

IEPs are reviewed annually, with reevaluation every three years to reassess eligibility and needs.

Accommodations and Supports for Students Who Stutter

An IEP for a student who stutters should focus on access, participation, and self-advocacy. Support may include both accommodations (how learning is accessed) and services/goals (skills targeted through therapy).

Flexible Response Options

• Extra time for oral presentations or class discussions

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

Reduced Communication Pressure

• Teachers avoid interrupting or finishing sentences

• Students are not forced to participate in timed or random reading

• Students may volunteer instead of 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

• Access to recording devices or apps that support communication, if the student prefers

Examples of Stutter-Affirming, Functional IEP Goals

Self-Advocacy

The student will identify two strategies for explaining their stuttering to peers or teachers and practice using them in role-play with 80% accuracy.

Communication Confidence

The student will increase participation in class discussions by initiating at least two contributions per week, self-rating comfort and confidence afterward.

Education and Awareness

The student will explain what stuttering is and share two things that help them communicate best in structured practice sessions.

Strategy Use (if applicable)

The student will choose and use preferred strategies (such as voluntary stuttering or easy onset) during structured tasks with 70% independence.

Emotional Support

The student will use self-rating scales to reflect on comfort and tension when speaking, sharing results weekly with the SLP.

Related and Collaborative Services

Speech Therapy: Focuses on understanding stuttering, building self-acceptance, exploring communication strategies, and co-creating goals with the student.

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

Navigating Transitions Between School Levels

As children transition between elementary, middle, and high school, parents play a vital role in maintaining continuity. Parents should get to know their school SLP early and advocate for open collaboration.

Annual IEP reviews typically occur at the end of the school year to assess progress and plan next steps. Ideally, both current and future teachers and SLPs attend transition meetings to discuss:

• Summer experiences and communication attitudes

• Updated goals and new concerns

• Support strategies for the upcoming year

Middle school transitions benefit from informal meetings that include the child when appropriate.

High school transitions require increased student autonomy. Teens should help set their own goals and decide whether to continue school-based therapy, seek private services, or take a break. Parents can encourage open dialogue and request introduction meetings with new SLPs to review goals and build rapport.

How Often Is an IEP Reviewed

Under IDEA, every IEP must be reviewed at least once every 12 months and reevaluated every three years. However, reviews can be requested at any time if a child’s needs change—such as new communication challenges, social pressures, or classroom difficulties.

Schools use progress monitoring to track each student’s advancement toward goals. Data collected helps determine if the student is making adequate progress, if current supports remain effective, and if goals require adjustment.

Parents receive progress reports at least as frequently as academic report cards.

IEP vs. Section 504 Plans

Both IEPs and 504 Plans provide legal protection for students with disabilities but differ in scope. An IEP (under IDEA) includes specialized instruction, related services, and individualized goals. A 504 Plan (under Section 504 of the Rehabilitation Act) ensures access and accommodation for students who do not require specialized instruction.

For students who stutter, both plans can provide valuable support, depending on how stuttering impacts educational access.

IEP Ideas for Parents of Children Resisting Therapy

If a child or teen dislikes traditional pull-out speech sessions, parents can consider asking the IEP team to modify services to a “Monitor” model instead of discontinuing services completely.

A Monitor model includes regular check-ins by the SLP with the student, teachers, and parents. This keeps the IEP active and allows the child to maintain Specially Designed Instruction and classroom supports without weekly sessions.

If therapy later becomes appropriate again, reinstating direct services is simple and quick. Completely discontinuing services would require restarting the entire evaluation process, which can take months.

Keeping the IEP current ensures continuity of support and quick re-entry to therapy when needed.

Parent Advice and Advocacy Tips

• Build collaborative relationships with school SLPs and teachers.

• Learn as much as possible about stuttering to advocate effectively.

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

• Keep communication open during transitions to new schools.

• Advocate for your child’s voice and preferences to guide decisions about therapy.

Last Updated: October 2025

Author: 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)