What IEP accommodations are helpful for childhood apraxia of speech (CAS)?

Children with CAS can be included in general education with the right services and supports in place to make the placement successful. Speech therapists will make decisions as a part of the IEP team, including determining your child’s eligibility for services, helping develop treatment plans, providing interventions and support services, and documenting your child’s progress.

Here are some examples of IEP accommodations relevant to speech therapy:

• Use of assistive technology, text to speech (TTS), and speech to text (STT) apps - Read out loud for the child or give them access to audiobooks or text-to-speech until reading skills improve
• Offer alternate means of communication, such as PECS or signing
• Provide access to AAC device
• "Chewlery" and chewy tools as oral motor skills develop
• Alternate test methods; if reading aloud or verbal responses are difficult, allow your child to point to pictures, select multiple-choice answers, or demonstrate understanding in nonverbal way
• Reading/fluency assessments not timed
• No requirement to read out loud in front of other students
• Added time for test taking; avoid timed tests and allow flexible response options to reduce pressure
• No point deductions for mispronounced words during oral presentations
• Teacher calls on student only when hand is raised, rather than putting them on the spot
• Extra response time because kids with CAS might need more time to answer questions
• Early release for private therapy if school-based speech therapy isn’t frequent enough or lacks specialized apraxia support

Having CAS listed in the IEP ensures all educators understand that it affects more than just speech — it impacts literacy, academics, and classroom participation.

For more information, see our full article Childhood Apraxia of Speech (CAS) 101.