For most kids with a genuine speech delay, the answer is an IEP, not a 504. A 504 just adjusts the environment around a condition, accommodations like extra time or preferential seating, but it doesn't get your child actual therapy services. An IEP is the vehicle for that. If your child needs speech therapy, that's the document that makes it happen. Most parents asking this aren't looking for a legal breakdown. They want to know if what they're seeing is normal, whether to act, and how to help without turning talking into something their child feels tested on. The practical approach is straightforward: watch for patterns over time, support your child during the routines you already share, and loop in an SLP, pediatrician, early intervention team, or school team when things aren't resolving on their own. A better question than "how do I get my child to talk right now" is "what is my child already communicating, and what would make the next step a little easier for them." That shift keeps things calmer at home, and it also gives you sharper information to hand off to whichever professional you end up talking to. Watch across several different moments instead of judging from one rough afternoon. Notice whether your child understands more than they can say, how they respond to their name, their frustration level, and any sounds, scripts, or AAC attempts they're already making. A pattern that repeats across different routines tells you far more than any single moment does. This week, pick one routine that already happens daily, and inside it, model just one useful word, phrase, gesture, or AAC button. Pause long enough for your child to respond, whatever that looks like: an approximation, a sign, a point, a script, a device tap. And know when to stop. If the moment starts turning into a battle, back off before it gets there. On the 504 versus IEP question specifically: a 504 gets accommodations, but most children with a speech delay need an IEP, because that's what unlocks therapy services. Getting the school on board usually means showing up with evaluation data and being clear about what services your child actually needs, not just what adjustments might help around the edges. If this concern is part of a bigger pattern, don't wait it out. A hearing check, an early intervention evaluation, a private SLP evaluation, a school-based evaluation, or a general developmental assessment are all reasonable places to start. Acting early isn't overreacting. It just means your child gets support sooner rather than later. The IEP Support hub is a good place to dig deeper, and if you're trying to sort out related diagnoses, Apraxia of Speech vs Phonological Disorder can help. If you're weighing tools, there's an honest look at whether speech therapy apps are worth it, an Articulation Station review, and a broader roundup of speech app reviews and comparisons, plus a piece on how autism meltdowns differ from tantrums. Little Words is meant for educational support during home practice. It isn't a medical device or a replacement for AAC, and it doesn't substitute for a licensed speech-language pathologist, pediatrician, early intervention program, school team, or formal developmental evaluation.