A few clear sentences can give your child’s teacher the necessary information to support your child. If your child is already receiving speech therapy, try something like: “I wanted to give you a heads-up that [child’s name] is working on their /r/ sound, so if you hear ‘wabbit’ instead of ‘rabbit,’ no need to correct them. Just model the sound back naturally.” If you have concerns but no services yet, frame it as a partnership: “I’ve noticed [child] tends to leave off word endings. Are you seeing anything similar in class?”
A few scripts to keep in mind:
- Sharing an existing diagnosis/therapy: “[Child] is working on [specific goal] with a speech therapist. Here’s what that might look like in class…”
- Raising a new concern: “I’ve noticed [specific behavior] at home. Have you noticed anything similar at school?”
- Asking about support logistics: “How does pull-out therapy get scheduled, and how will I hear about progress
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