A brochure published by the Stuttering Foundation of America and prepared by the late Dr. Dean E. Williams from the University of Iowa (*note - 'he' and 'him' have been used throughout for editorial simplicity)
THE CHILD WHO STUTTERS AT SCHOOL: NOTES TO THE TEACHER
Teachers often report difficulty in knowing what to do about a child
who stutters in the classroom. For example:
- To what extent and under what conditions should he be expected
to recite?
- Should you talk to him about his speech or ignore it?
- What should you do if other children tease him?
These are only a few of the questions often asked by teachers.
THE PRE-SCHOOL AND KINDERGARTEN CHILD
All children in this age group are busily learning to talk. As such,
they make speech mistakes. We call these "mistakes" disfluencies. Some
children have more than other and this is normal. There are certain
children, however, who have many disfluencies - particularly of
repetition and prolongation of sounds. These are quite noticeable to
listeners.
If you are concerned that there may be a problem of stuttering
developing with one of these children, don't pay any special attention
to the child at this point. Rather talk to the school speech
clinician (if available) for suggestions. Also talk to the parents
about their opinion of the problem so that you and they can be
consistent in the things you do. In most instances if the people
involved listen to and answer the child in a patient, calm, and
unemotional way, the child's speech adjustments to school improve.
THE ELEMENTARY SCHOOL CHILD
There are children in this age group who not only repeat and prolong
sounds markedly, but also struggle and become tense and frustrated in
their efforts to talk. They need help. Without it, their stuttering
problem will probably adversely affect their classroom performance.
As suggested with the pre-school child, if your school has a speech
clinician, consult with her as well as with the parents so your
approach will be consistent.
A major concern for most teachers is the child's reactions to his
stuttering in the classroom. There are no set rules about
participation in class. At one extreme is the child who may be quite
unconcerned and happy to participate like any other child; at the
other extreme, the child who will cry and refuse to talk. Most are
somewhere in between.
TALK WITH THE CHILD: SHOW YOUR SUPPORT
Usually, it is advisable for you to talk with the child privately.
Explain to him that when we learn to talk - just like learning things
in school - we make mistakes. We bobble sounds or repeat or get
tangled up on words. With practice we improve. Explain that you are
his teacher and that his stuttering does not bother you. You want him
to talk so you can learn the way he feels, what he thinks about, what
he has learned and wants to learn.
By talking to the child in this way, you help him learn that you are
aware of his stuttering and that you accept it - and him.
ANSWERING QUESTIONS
As you as asking questions in the classroom, you can do certain
things to make it easier for a child who stutters.
* Initially, until he adjusts to the class, ask him questions that
can be answered with relatively few words.
* If every child is going to e asked a questions, call on the child
who stutters fairly early. Tension and worry can build up the
longer he has to wait his turn.
* Assure the whole class the (1) they will have as much time as they
need to answer questions, and (2) you are interested in having them
take time and think through their answers, not just answer quickly.
READING ALOUD IN CLASS
Many children who stutter are able to handle oral reading tasks in
the classroom satisfactorily, particularly if they are encouraged to
practice at home. There will be some, however, who will stutter
severely while reading aloud in class. The following suggestions may
help these children.
Most children who stutter are fluent when reading in unison with
someone else. Rather than not calling on the child who stutters, let
him have his turn with one of the other children. Let the whole class
read in pairs sometimes so that the child who stutters doesn't feel
"special." Gradually he may become more confident and be able to
manage reading out loud on his own.
TEASING
Teasing can be very painful for the child who stutters and should be
eliminated as far as possible. If the child has obviously been upset
by teasing, talk with him. Point out that many children are teased for
many things. Tell the child to try not to take it too seriously. If
any certain children are picking on him, talk to them alone and
explain that stuttering is a nuisance for that child and only becomes
worse if he is teased. Try to enlist their help. Most want the
approval of their teacher. Punishing them for teasing does NOT help.
SPEECH THERAPY
If no speech clinician is available, suggest to the parents that
they seek one out who specializes in stuttering and who has a
certificate of clinical competence from the American Speech-Language-
Hearing Association. The Stuttering Foundation of America offers free
referrals. Call toll-free 1-800-992-9392, or contact a nearby
university of hospital for its speech pathology services.
We have listed a few general points here. Always keep in mind that
each child is different and your caring positive attitude will make a
big difference.
TIPS FOR TALKING WITH THE CHILD WHO STUTTERS
1. Use a relatively slow, relaxed rate in you own conversational
speech - but not so slow as to sound unnatural. Try to sound like
Fred Rogers of Mister Rogers' Neighborhood.
2. Listen to what the child is saying. Respond to that, rather than
the stuttering.
3. Give appropriate responses to what your child is saying such as
head nods, smiles, and "uh-huhs."
4. Keep natural eye contact when the child is talking.
5. Don't rush the child by interrupting or finishing words for him.
Don't let other rush or tease the child.
(this brocure may be reproduced for individual use as long as credit
is given to the Stuttering Foundation of America)