• SCHOOL/HOME STRATEGIES/CONSIDERATIONS FOR SUPPORTING

    FLUENCY DEVELOPMENT AND SKILL MAINTENANCE
     
     

    Please review the following strategies and considerations. These are general items for consideration and should be selected and applied as appropriate for specific students on an individualized basis.

     

     

    ·      Consider the student’s comfort level before requiring him/her to speak in front of the whole class. It may be appropriate to have him/her do oral presentations privately for you during prep or before/after school. Student comfort level should increase over the course of the school year so it would be appropriate to anticipate increased whole class participation as the year goes by.

     

    ·      When the student does oral presentations, encourage him/her to focus on a spot or area of the wall in the classroom that will give the illusion of speaking to the audience without actually looking at the audience. This should help reduce his/her speaking stress level.

     

    ·      Call on the student for short answer questions but defer long answer questions to others in the class. The student may know the extended information but may be unable or uncomfortable sharing it orally.

     

    ·      Be creative in finding alternate ways for the student to share information.

     

    ·      Re: reading aloud in class…..the student may not feel ready yet for this challenge. Please talk with him/her to determine when he/she is/will be comfortable reading aloud in front of the class.

     

    ·      The student may have his/her own strategies for managing his/her dysfluencies. It would be helpful to not directly point out difficulties or present strategies to him/her in front of the class.

     

     

    ·      Most students would welcome 1-1 discussion with you regarding his/her dysfluency if you feel that you would like this type of contact.

     

    ·      It is helpful if you can check with the student regarding oral expectations so that you can work out a level of participation that works for both of you meeting his needs as well as your instructional needs.

     

    ·      Lastly, no one ever chooses to be a stutterer. There is no known or absolute cause for dysfluency. There is also no known “cure.” It is also worth considering that no one is 100% fluent at all times and that consequently it is all right for an individual with fluency challenges to experience non-fluent speaking events. Our overall clinical goal is to help a student communicate as smoothly and effectively as able in all settings.