Understanding School Speech Therapy Terms: A Parent’s Guide to IFSPs, IEPs, and More

Navigating the world of school-based services, especially when you are hearing acronyms and jargon, can be stressful. If you’ve ever sat in a meeting and wondered, “What does that mean again?”—you are not alone.

This article is here to help. As a school-based speech-language pathologist (SLP), I work with families every day to support children with communication needs. One of the most important parts of that work is helping parents feel informed and empowered. Remember you are your child’s best teacher and advocate.

Let’s break down some of the most common speech therapy terms you might hear in the school setting—what they mean, why they matter, and how they affect your child.

The Big Picture: What Is Special Education?

Special education is a system of supports and services provided in public schools for students who have disabilities that impact their educational experience. These services are governed by a federal law called the Individuals with Disabilities Education Act (IDEA).

Speech-language services/speech therapy, is one of the many services offered through special education. But accessing those services starts with an evaluation and a lot of unfamiliar lingo.

Term #1: IFSP (Individualized Family Service Plan)

An IFSP is a document used for children from birth to age 3 who qualify for early intervention services based on a developmental evaluation. It outlines your child’s developmental needs and the services they will receive. Services could include speech therapy, occupational therapy, social-emotional support,  or physical therapy.

IFSPs:

• Focus on the family’s priorities and concerns

• Are provided in natural environments (like your home or daycare)

• Are reviewed every 6 months and updated at least once a year

Think of the IFSP as your early roadmap. It includes goals for your child and support for your whole family. This service often includes some form of parent coaching. The professional is there to support you and your child by providing education, strategies, models, etc. 

At age 3, the IFSP typically transitions to an  IEP if the child continues to qualify for services. .

Term #2: IEP (Individualized Education Program)

An IEP is a legal document developed for children ages 3–21 who qualify for special education in a public school. It’s tailored to your child’s unique needs and outlines exactly what support they will receive at school.

The IEP includes:

• Present levels of performance (how your child is doing now)
• Specific, measurable goals
• The types of services provided (speech therapy, academic support, etc.)
• How often and where the services will take place
• Accommodations or modifications (like extra time or visual supports)

IEPs are reviewed once a year, and a full re-evaluation happens every three years, though you can request a meeting at any time.

💡 Tip: As a parent, you are an equal and important member of the IEP team. Your insights and input matter! Please reach out to your child’s teacher or therapist with questions or concerns. 

Term #3: Eligibility Categories

To qualify for an IEP, your child must meet the criteria for at least one of the 13 disability categories under IDEA. Some that often involve speech and language challenges include:

• Speech or Language Impairment
  (e.g., difficulty with speech sounds, understanding language, using words to communicate, etc.)

• Developmental Delay
  (used for younger children when delays span multiple areas)

• Autism Spectrum Disorder
  (often includes communication differences)

• Other Health Impairment
  (like ADHD, when it impacts learning)

Your child’s diagnosis (or lack of one) doesn’t automatically qualify them for services. What matters most is how their needs affect school participation. School based services do not diagnose a disability, rather look at qualifying criteria for eligibility for services based on if there is an adverse impact in their educational environment. 

Term #4: Goals/Objectives (Speech and Language)

Once your child qualifies for services, the IEP will include goals and objectives. These are specific skills your child will work on with the speech therapist (or other providers). The goal is the overarching targeted skill your child will work on throughout the year. You can think of the objectives as the stepping stones to meet the goal. 

A well-written goal is:

• Specific: It targets one skill

• Measurable: It can be tracked over time

• Achievable: It fits your child’s current ability

• Relevant: It helps your child function better in school

• Time-bound: It usually covers a one-year span

Example of a speech goal:
“Given a target word, Sarah will produce the /s/ sound at the beginning of words in 80% of opportunities across three sessions.”

Example of a language goal:
“Given a visual, Jason will use complete 4-word sentences to request during play  activities in 80% of .”trials

Goals help everyone stay focused and give you a clear sense of what progress looks like.

Term #5: Push-In vs. Pull-Out Services

How speech therapy is delivered can vary.

• Pull-Out: The SLP works with your child one-on-one or in a small group outside the classroom.

• Push-In: The SLP supports your child within their classroom during regular lessons or group activities. This can also include large and small groups. 

There’s no one-size-fits-all model. The IEP team will decide what’s best based on your child’s needs and goals.

Example: A child working on conversation skills might benefit from practicing during group play (push-in), while another working on articulation may need more focused practice (pull-out).

Term #6: Accommodations vs. Modifications

These two terms are often confused, but they serve different purposes.

• Accommodations change how a child learns (without changing what they’re expected to learn). T
  • Example: Using picture cues or getting extended time on assignments

• Modifications change what a child is expected to learn. This could include a change or changes to the curriculum they are learning.
  • Example: Simplifying the vocabulary in a reading passage

Many children with speech or language delays benefit from accommodations that help them access classroom learning more independently.

Term #7: Related Services

Speech-language therapy is considered a related service—a support provided so a child can benefit from their education.

Other related services include:

• Occupational therapy
• Physical therapy
• Social work or counseling
• Assistive technology
• Transportation

Your child does not need to have academic delays to qualify for speech therapy. Communication affects participation, attention, peer interaction, and behavior. All of which impact learning.

What You Can Expect as a Parent

Being part of the special education process means:

• Attending meetings with a team of educators, therapists, and specialists
  • You can request a virtual or phone meeting if needed. 
• Helping to set goals and sharing what works at home
• Receiving regular progress reports on your child’s IEP goals
• Asking questions and advocating for your child when needed

You should feel respected and informed. If something is not clear, please ask! The team is there to support  YOU and your child. Your voice matters.

Tip: Write down questions before your IEP meeting or bring a trusted person with you for support.

Final Thoughts: You Do Not Have to Learn It All Overnight

It’s okay to feel overwhelmed. Special education and school services come with a steep learning curve. By understanding these key terms and your role as a parent, you will feel more confident and prepared.

Remember:

• You are the expert on your child
• You are your child’s biggest advocate
• You are not alone in this process

Whether your child is just starting speech therapy or has been receiving services for years, understanding the lingo is the first step in becoming a powerful partner in their progress.