What are common IEP goals for speech therapy?

Common speech therapy IEP goal areas include articulation (producing specific sounds correctly), language (vocabulary, grammar, following directions), fluency (stuttering), voice, and pragmatics/social communication (using language appropriately in social situations). Goals should be measurable and tied to the child's current performance data.

How often should my child receive speech therapy under an IEP?

There's no single correct frequency. It depends on the nature and severity of the speech/language needs. Common frequencies range from twice a week to once a week or biweekly. The IEP should specify the frequency, duration, and setting. If you believe the frequency isn't sufficient, you can ask the team to justify the proposed amount based on the data.

What is the difference between articulation and language goals?

Articulation goals focus on producing speech sounds correctly. Language goals address the understanding and use of language, including vocabulary, grammar, following directions, and expressing ideas. A child can have needs in one area or both. The evaluation should tell you which areas your child needs support in.

Can the school conduct a reevaluation without my consent?

No, not for a reevaluation that involves new testing. The school must obtain your written consent before administering any new evaluations. If the school is reviewing existing data only (no new testing), they may not need consent for that review, but should notify you.

The school says they can just review existing records instead of new testing. Is that allowed?

Yes, but only if the team determines existing data is sufficient to establish continued eligibility and current needs. If you believe new testing is needed because the data is outdated or incomplete, you can advocate for it. You can also request an IEE if you disagree with assessment decisions.

Can I waive the reevaluation?

Yes, the school may ask you to sign a document agreeing a reevaluation is not necessary. You are not required to agree. If you have any questions about whether current data is still accurate, declining to waive and requesting a full reevaluation is the safer choice.

What if the reevaluation results say my child is no longer eligible?

Don't sign anything you disagree with at the meeting. Ask for more time to review. You can request an IEE, file a state complaint, or request a due process hearing. Losing eligibility means losing services, this decision deserves careful scrutiny, especially if your child is still struggling.

IEP Speech Therapy Goals

Speech Therapy IEP Goals: What They Should Look Like and How to Advocate for Them

Speech is one of the most commonly requested IEP services, and one of the most commonly under-written. Here's what strong goals look like and what questions to ask.

Meghan Moore, BCBA, M.A. Special Education

What speech-language services cover

Speech-language services in an IEP can address a wide range of communication needs. The most common areas are:

Articulation: Producing speech sounds correctly. A child who says "wabbit" instead of "rabbit" or who is difficult to understand has an articulation or phonological need.
Language: Understanding and using language. This includes vocabulary, grammar, following multi-step directions, formulating sentences, and expressing ideas clearly.
Pragmatics/Social communication: Using language appropriately in social contexts, including initiating conversation, staying on topic, understanding nonverbal cues, and adjusting language for different audiences.
Fluency: The smoothness and flow of speech. Children who stutter have a fluency disorder.
Voice: The quality, pitch, and loudness of voice. Less common in school-age IEPs but addressed when present.
Augmentative and Alternative Communication (AAC): For children who use communication devices, picture systems, or sign language to supplement or replace spoken language.

Your child's IEP should address whichever areas the evaluation identified as areas of need. If the evaluation found both articulation and language needs, there should be goals in both areas.

What measurable speech therapy goals look like

Every speech goal in an IEP should be measurable. That means it specifies what the child will do, under what conditions, and to what degree of accuracy or consistency. Vague goals aren't enforceable and don't tell you whether the child is actually making progress.

Weak goal (not measurable): "Maya will improve her articulation skills."

Strong goal (measurable): "Maya will produce the /r/ sound correctly in all word positions in spontaneous conversation with 80% accuracy across 3 consecutive data collection sessions."

More examples of strong measurable goals:

"Alex will follow 3-step directions without visual cues in 4 out of 5 opportunities as measured by classroom observation."
"Jordan will initiate a conversational exchange with a peer during an unstructured activity in 3 out of 5 observed opportunities."
"Ellie will use complete sentences of 4 or more words when answering questions in structured activities with 75% accuracy."
"Sam will maintain topic during a conversation for at least 3 exchanges without redirection in 4 out of 5 opportunities."

If the proposed goals in your child's IEP don't have specific criteria like these, ask the SLP to revise them before you sign.

How much speech therapy is enough?

There's no formula, but the proposed frequency should be justified by the data. A child with a single mild articulation error needs less intensive service than a child with severe expressive language delays affecting classroom participation.

Common service frequencies include:

2x per week, 30 minutes (individual or small group), moderate needs
1x per week, 30-45 minutes, mild needs or maintenance phase
Daily, 30-60 minutes, significant needs requiring intensive support
Consultation model, the SLP consults with teachers rather than pulling the child for direct service; appropriate only for mild or stable needs

If you think the proposed frequency is too low, ask the SLP to show you the data supporting that recommendation. If your child isn't making progress on goals at the current service level, that's evidence that the intensity should increase.

Push-in vs. pull-out services

Speech therapy can be delivered in the classroom (push-in) or in the SLP's room (pull-out), or a combination. Which is better depends on what you're working on:

Pull-out sessions work well for skill acquisition, especially for articulation work where the child needs focused, repetitive practice without classroom noise and distraction. They also work for children who are self-conscious about their speech in front of peers.

Push-in or collaborative models work better for generalizing skills to real settings, particularly for pragmatic and social communication goals. Practicing social conversation in a small office with an SLP doesn't automatically transfer to the cafeteria or the playground.

Ask the IEP team how the proposed model connects to the specific goals. A goal targeting social communication in naturalistic settings is harder to achieve exclusively through pull-out sessions.

Common questions about speech therapy IEP goals

How do I know if my child's speech goals are too easy?

If your child consistently meets goals by the midpoint of the year, they were probably set too low. Ask the SLP to show you the data from goal monitoring sessions. Goals should represent meaningful growth, not work the child could already almost do when the goal was set.

What if the school says my child has aged out of speech?

There's no age at which speech therapy automatically ends. If your child still has communication needs that affect their education, they can continue to receive speech services regardless of age. If the school is recommending discontinuing services, ask for the specific data supporting that recommendation and whether your child has met all goals to the point where continued services aren't needed.

Can a child with autism get speech therapy through an IEP?

Yes. Social communication is often a core area of need for children with autism, and speech-language services to address it are appropriate IEP services. For children who are nonspeaking or minimally verbal, AAC evaluation and services are also appropriate and should be actively explored.

What is the difference between speech and language?

Speech refers to the physical act of producing sounds and words, including articulation, fluency, and voice. Language refers to the system of words and rules we use to communicate, including understanding what others say and expressing our own ideas. A child can have speech difficulties, language difficulties, or both.

Can I request a speech-language evaluation if the school hasn't offered one?

Yes. If you suspect your child has a speech or language need, you can request a speech-language evaluation as part of a full special education evaluation. Put your request in writing and specify your concerns. The school must either evaluate or provide written notice of refusal with their reasoning.