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 Outdated goals of "fluent speech" for students who stutter are now viewed as ableist.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.
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.
You can read the full text:
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.
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