Are there any modifications I should consider making to help a student who stammers?

Some pupils who stammer can benefit from modifications to academic tasks such as answering questions in class, group work and oral presentations.

As every child’s stammer presents differently, it is a good idea to have a direct discussion with the pupil to find out from them what helps most in different situations. Equally, if the student works with a Speech and Language Therapist, it can be helpful to arrange a time to speak with them and/or the Inclusion Team Manager at your school.

Here are some of the ways you could consider modifying common classroom activities to support pupils who stammer:

• When assessing reading fluency or oral presentations it can be helpful to allow pupils:
  • Extra time to practice 1:1 or in small groups first
  • To pre-record verbal activities in a more familiar or comfortable environment 
  • To use paired reading with a peer or reading aloud to a younger pupil/sibling.
  • To complete the task with a member of staff from the inclusion team who may be able to help them use their recommended speech and language strategies more effectively
    
    
• When asking questions in class:
  • Consider the order that pupils are answering – does the child with a stammer prefer to go first, middle, last?
  • Are there non-verbal ways to answer, such as a multiple choice tick sheet or whiteboard for answers?
  • Can the child know and prepare an answer in advance?
  • Aim to simplify your questions so that your language is at the same level that the child is able to understand
    
    
• Generally, a calm environment with clear routine can support children with a stammer. You can help to facilitate this by:
  • Ensuring all pupils take turns to answer calmly and give each other enough time to speak.
  • Emphasising good turn taking skills in speaking and non-speaking roles.
    
    
• When children are working in groups, you might consider:
  • Size of the group, who is included in the group, how the group are collecting and reporting their findings
  • Assignment of group roles, such as note-taker, timekeeper, feedback spokesperson, asking set questions to keep the group focused and flowing, designer, resource manager