Generalizing Skills Into the Classroom
Hi my name is Tara Feigle and I am a Graduate Student at Stephen F. Austin State University. I currently work at an elementary school and I am looking to generalize therapy skill into the classroom. From a constructive perspective, how can teachers create a positive environment that will reduce communication anxiety and promote self-advocacy for students who stutter? Any recommendations or resources would be greatly appreciated!
Thank you!
Hello Tara, I’m in Longview, TX, so not far from you! đ I would recommend you check out “Kids Who Stutter Support Teachers.” This video provides information and insight about students who stutter in the classroom and ways teachers can best support them, and it also comes with a free downloadable advocacy guide: https://www.chmelacommunicationcenter.com/advocacy-guide.
I also love using bibliotherapy to explore different topics that might relate to communication anxiety, self-advocacy, etc. Spero Stuttering offers a free bibliotherapy resource called “Story Stream” which might be helpful to you: https://www.sperostuttering.org/therapist-resources/resource-library. – Ana Paula Mumy
Hi Tara,
I love that youâre thinking about the childâs environment and recognising how important it for young people who stutter! I love Ana Paula’s suggestions too.
Environments that are supportive of differences in general are so important in our classrooms and can begin from the very start of their education.
As therapists we can offer training to staff in schools â not only so staff know and understand more about stuttering, but so they can embrace it and celebrate it in their classrooms and schools. Some of the things I may suggest:
– Education about stuttering and how to help: what is it (including the hidden aspects which are often a consequence of the reactions of others), causes, factors which impact a childâs experience of stammering, stigma and stereotypes, what does therapy look like (I like to set expectations and explain that therapy is never about fluency and why), difficulties that might be experienced by children who stammer in school, how to make the setting âstutter-friendlyâ. One of the most important things I like to promote is the acceptance of stammering as a different way of talking. We share positive role models of people who stutter â where stuttering is seen and visible. We talk about stuttering pride.
– We really emphasise to school staff how important it is for children and young people grow up in a communication environment that lets them know that it is okay to stammer, and that you are accepting and comfortable with it and that this provides a model for the class to follow!
– A stutter friendly environment might involve some of the following:
– being mindful of the language used to talk about stuttering, for example talking about more/less stuttering, rather than it being better/worse. I talk about praise: Saying âYour speech is really good/bad todayâ or praising a child for stuttering less can give a subtle message that it is wrong and may make a child feel that they should speak less or try to hide their stutter, which we know can cause long term harm.
– Giving time and space for stuttering
– Noticing if the child isnât joining in or is saying less and asking for more support from the SLP
– Being alert for teasing and bullying and managing this
– Encouraging turn taking
– Talking openly about stuttering and finding out from the young person how you can best help
– Peer sessions â in my local area, I worked with CWS and together produced a video to show what they wanted their peers to know about stuttering. Our schools all have access to this video and can share it with the other kids. This is a great way for peers to know more about and be understanding of stuttering, how to be a kind friend. It can help reduce potential teasing/bullying
– Reading books that celebrate difference and normalise stuttering and communication diversity in class
– Having displays, posters, banners about stuttering (one of my schools showed the work of my kids â poems, posters and displayed a stammering pride flag, with an explanation of the flag)
– Encouraging schools to celebrate ISAD
Good luck,
Nic
Hi Tara,
Nice to meet you, and thank you for your thoughtful question! I see that others have already shared great insights, but I wanted to add and highlight one very important point: it’s essential that we actively involve the child who stutters in these conversations.
As therapists and educators, we often come with our own ideas, and parents also have valuable input, which is wonderful! But sometimes we forget how important it is to take the time to sit down with the child and ask them directly: What helps you? What makes things harder? and easier? What would you like us to do in the classroom?
Creating a truly supportive environment starts with empowering the student to be part of the decision-making process. This not only reduces communication anxiety but also builds self-advocacy in a very authentic way.
Thanks again for bringing such an important topic to the table!
Angelica