The school district provides the extra support to Luke in the form of a speech therapist, an occupational therapist, and a resource specialist. Our school district is somewhat exceptional when it comes to kids with special needs. I believe that any child that demonstrates a need in more than one area of development is evaluated for an Individualized Education Plam (IEP).
In California, the school district becomes the point of contact for developmental services as soon as the child turns 3 years old. The school district will provide (at no cost to the family) the specific therapies that will help he child to succeed in school. Of course, one is always free to pursue private therapists with one's own resources, which can be prohibitively expensive (one of our favorite speech therapists charges $200 per hour in private practice). We have never had to pursue private therapy because he qualifies for the school specialists.
Luke has been receiving Speech and Occupational therapies at school since he was three. In the preschool years, he would simply visit the school for an hour or two each week to do small group therapy with the specialists. Prior to kindergarten he enrolled in a reverse mainstream preschool class that mixed kids of differing developmental needs with typical kids. At that point, his therapists would pull him and one or two others from the class each week and work with them in another classroom for 30 minutes. That's pretty much how it worked for him in Kinder and now in 1st grade. The only difference is rather than pulling him out of class, the therapists will sometimes be pushed into the classroom and conduct the therapeutic work with Luke and one or two other kids as a "station" in the room at a time when the entire class is rotating between stations. This has the effect of normalizing the experience and reducing anxiety on all the kids.
Annually, my family meets with the team of teachers, therapists, and the school principal to discuss Luke's progress in meeting the specific learning objectives of his IEP. We evaluate what's working and strategies that we can use at home to reinforce what he does at school. He's shown steady improvement and I don't anticipate he'll be on an IEP much longer -- as he'll likely be in the normal range developmentally before he hits middle school.
I understand that each school district is different, but I hope yours is as excellent as ours in its commitment and resources. I would ask your child's teacher (or the school principal) if you could get your child evaluated for special speech services and, if necessary, an IEP. Explain that you have a recommendation from the speech therapist to pursue such services in the classroom. That should be sufficient to begin the process of being tested with the school.