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Learning Disabilities:Learning Disabilities:

STUTTERING

STAMMERING

DISFLUENCY

STUTTERING

STAMMERING

DISFLUENCY

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Teaching to students with diversified needs.Listen to the child well, to what he/she is saying,

and almost saying, and not saying at all. He has something he wants to tell you,something that has meaning for him, that is important to him. He’s just not being verbally frisky. Respect him as a speaker.

Listen to him enough to hear him out. It is wonderful for him as a growing person to feel that he is being heard, that others care about what he is saying. Assume he is doing the best he can and that it is more important for him to want to talk to you than to sound correct. W.J. 1969

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Topics of Discussion

I Definition

II Symptoms of stuttering classified by the terms of: - Over - Covert

III 3 Factors involving behavior: a. Speech disfluency b. Reactions of the listeners c. Reactions of the speaker to the listener’s reactions

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IV Motor Visual-spatial social sensory cognitive/ academic assignments emotional

V Modifications/ accommodations Written work class participation reading discussion/questioning

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VI. Referral

Whether or when to refer

Danger signals in the child:- Unusual frequency and nature of

his speech repetitions- Unusual number of speech

prolongations or hesitations- His non-fluencies make the child

shy, impatient, irritated or unwilling to talk.

- Teasing.

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- He’s trying to do something about his moment of speech non-fluency, either before, during or after their occurrence.

- His non-fluencies shows signs of interfering with the over-all rate and melody of his speech.

- His non-fluencies cause the child to make special efforts in speaking.

- His stuttering-like moments seem to dampen his spirit and affect his interest.

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Signs of danger recognized by the child’s associates:

- He’s beginning to stutter.- He talks funny.- He doesn’t stutter so much, but he

doesn’t speak much either.- He’s beginning to resent our efforts.- Our friends think our child stutter.- His stuttering seems to to be getting

worse, not better.

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Suggestions:

- Decrease criticism.- Decrease over control.- Help the child release feelings

constructively.- Give the child more support and

attention during crisis.- Discipline without decreasing the

child’s sense of security.

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- Accept the fact that as other skills are developing, fluency may suffer.

- Accept the disfluencies by realizing that the child is doing the best he can.

Teacher- child interaction

- Indicate the parent is not angry with the

child because of the stuttering.- Convey that the parent is not blaming the

child for the stuttering.- Help the child understand and express

his feelings.

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- Instead of reward use encouragement, which implies faith in the child.

- Reading slowly and calmly to the child, and allowing the child the freedom to interrupt.

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The End.