What is it about?
Resisting ableist practices in stuttering therapy can seem daunting. We provide public-school-based case studies to highlight what to do - and what not to do - when working with school-age students who stutter. Collaborative frameworks to educate staff and administrators are included.
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Why is it important?
Calls for neurodiversity-informed practices are ringing throughout the SLP profession. Outdated goals of "fluent speech" for students who stutter are now viewed as ableist. Many SLPs feel ill-equipped to understand their new roles, and to provide updated assessment, goals, and therapy activities. Our case studies provide a roadmap for school-based SLP to navigate school structures while empowering students who stutter to locate allies, educate others, and be authentically themselves at school and beyond.
Perspectives
Read the Original
This page is a summary of: Ableism to Empowerment: Navigating School Structures When Working With Students Who Stutter, Language Speech and Hearing Services in Schools, January 2023, American Speech-Language-Hearing Association (ASHA),
DOI: 10.1044/2022_lshss-22-00026.
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Resources
Concealing Stuttering at School: “When You Can't Fix It…the Only Alternative Is to Hide It”
Studying the experiences of adults who stutter as they reflect on hiding stuttering during school years.
Disfluency-Affirming Therapy for Young People Who Stutter: Unpacking Ableism in the Therapy Room
Perspectives on the impact of ableist messages in stuttering therapy on the lives of people who stutter.
Contributors
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