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From: Peter Reitzes
Date: 09 Oct 2006
Time: 16:15:02 -0500
Remote Name: 69.22.238.4
Sara, thanks for your kind response and questions. I find it most productive to speak to teachers individually. Most (but not all) teachers want to do everything they can to help their students and will see you as an ally. These teachers will respond well if you meet with them and provide them with succinct information about stuttering. For example, you may want to provide teachers with the Stuttering Foundation brochure titled “Notes to the Teacher” (available at www.stutteringhelp.org/DeskLeftDefault.aspx?TabID=152). Take the time to briefly discuss the points made in the brochure and to answer questions and concerns from the teacher. One great way to educate teachers, administrators, and classmates about stuttering is to work with students who stutter to facilitate class presentations and newsletters about stuttering (see this link for an article on classroom presentations about stuttering: www.journalofstuttering.com/1-1/Smollen. 2006.JSTAR.1.29-32.pdf). At the end of a school year, I often approach the administration at my school to discuss the upcoming year’s class placements for certain students. For children who stutter, I have suggested class placements with patient teachers who do their best to meet the special needs of students. You write, “most parents just attend coping groups for their children.” While this is a wonderful thought, it has not been my experience that most parents attend a coping group. While many parents do attend such groups, I do not feel it is the norm. While I have facilitated a supportive group for parents and family members of children who stutter in my school, it is safe to say that most school clinicians do not. Sara, I am not exactly clear what you are asking in your last question. Perhaps you could rephrase it? Thanks again for writing!