Stuttering – Expectations in class

“Polly sat quietly in class. It was the start of another day and she felt her muscles tighten as the teacher began the roll call. Polly knew her name – it was easy to say to the dog, or when she was on her own, but not when it was time for her to say it to answer the teacher. She felt panic rising through her as she started to say her name, and nothing came out…”

Children in school are expected to complete essential speaking tasks throughout the day. Roll call, reading aloud, oral presentations, group discussions, answering questions – are all part of everyday school life.

For a child who stutters, these seemingly simple tasks can be feared or even avoided, and their true abilities hidden.

How can we help?

Roll call: There are non-verbal methods that will still achieve the goal of establishing who is present. You can try a ‘hands up’ alternative – practicing eye contact at the same time, or use a written list that the students check as they enter class.

Reading aloud: Children who stutter often find it easier to read in unison rather than individually. If the whole class is asked to read in pairs, this will avoid singling out the child who stutters.

Oral presentations: Practice is important for presentations, and alternatives such as presenting to a small group (rather than full class) may be possible for a student who is stuttering.

Teachers have the control to adapt activities so that the task goal is still achieved, but the method in which it is executed is varied to suit an individual’s needs. Placing emphasis on the content of talks, rather than above all the presentation style, can be a reassuring message for students.

Group discussions: The child who stutters may be encouraged in a group selected for them, to include supportive peers. Giving guidelines for good turn taking may promote equal involvement.

Answering questions: Some children who stutter are keen to answer questions if they know they will be asked to answer if they raise their hand. It is likely to be easier for them to answer a short answer question than give a long reply. If the whole class is to take a turn to speak, many people who stutter prefer to answer questions first, as this limits the time in which anxiety and tension can build up.

In any event, an open discussion with the child (and parents) is an essential first step to establishing a management plan.

Each child who stutters is different, and will have different preferences in terms of how the speaking situations above should be handled.

Considering the child’s strengths and particular areas of difficulty to support him/her in your class is important.

Some children who stutter are not inhibited by it at all and they will want to participate in all activities. For other children, it may be affecting academic progress and the development of social relationships.

If you would like more information, contact a Speech Language Therapist or go to www.stuttering.co.nz