Why Kindergarten Speech Errors Don’t Always Need an IEP
Every fall, kindergarten referrals begin.
A student produces errors on K and G.
Another deletes sounds in blends.
Several have errors on /l/.
Teachers are concerned. Parents are worried.
And the default response in many schools is:
Refer. Evaluate. IEP.
But here’s the truth:
Not every kindergarten speech error requires special education.
And when we treat all early speech errors as IEP-level needs, we unintentionally create long-term system problems for students and for SLPs.
Let’s unpack why.
1. Many Kindergarten Speech Errors Are Developmentally Common
Kindergarteners are five. Some are barely five.
Certain sound errors are still within developmental expectations at this age. Others may be mildly delayed but not disordered.
Common characteristics of many Kindergarten referrals:
Mild to moderate sound errors
Intelligibility generally functional
No broader language impairment
Strong response to structured models
These students often don’t need years of therapy.
They need early, targeted input.
2. Early, Structured Intervention Is Highly Responsive
Research in early intervention and motor learning consistently shows:
Early support leads to faster remediation
High-frequency, structured practice increases accuracy
Accuracy must precede automaticity and generalization
When kindergarten speech errors are addressed quickly and intentionally, many resolve with brief intervention.
In structured Tier 2 models, average remediation time can be dramatically shorter than traditional IEP service duration.
The key difference?
Timing and structure.
3. The Traditional Model Delays Support
In many districts, the pathway looks like this:
Refer → Evaluate → Qualify → Provide long-term services
By the time intervention begins:
Patterns are more ingrained
Students may feel self-conscious
Caseloads are already stretched
This reactive model increases:
Service duration
Caseload size
SLP burnout
And it isn’t necessary for many mild kindergarten cases.
4. When every speech concern becomes an IEP:
Students may receive more intensive services than needed
Caseloads grow but rarely shrink
High-needs students receive less time
Prevention disappears
Special education should be reserved for students who truly require high intensity instruction.
Many kindergarten speech errors do not rise to that level.
They require structured remediation-not long-term eligibility.
5. Tier 2 Is Not “Informal Speech”
This is where confusion often happens.
Tier 2 speech intervention:
Is structured
Is data-driven
Includes progress monitoring
Has defined entry and exit criteria
Uses high-repetition, multisensory routines
It is not:
“Let’s try a few sessions and see”
Random articulation practice
Unmeasured support
When implemented correctly, Tier 2 protects Tier 3.
It allows SLPs to:
Remediate mild speech errors quickly
Reduce unnecessary IEPs
Preserve time for students with complex needs
6. The Bigger Picture: Sustainability
We are seeing:
More students
More complex profiles
Higher comorbidity
Increased caseload pressure
Schools are not proportionally increasing SLP staffing.
If we continue placing every kindergarten speech error on an IEP, the system becomes unsustainable.
But when we intervene early-briefly, intentionally, and with data-we change the trajectory.
Not just for students.
For the entire service model.
Final Thought
Kindergarten speech errors don’t always need an IEP.
They need:
Early identification
Structured input
Clear data
A proactive system
We don’t need more therapy.
We need earlier, better therapy.
And when we build systems that reflect that truth, everyone benefits-especially our students.
