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The Inclusion Development Programme (IDP) and the Special Educational Needs and Disability Act (SENDA)

The good practice of the graduated approach of these, guides schools to ensure that Wave 1 quality first teaching provides simple strategies of differential provision by all staff for the pupil who stammers.

This may be sufficient to meet the needs of some pupils who stammer, However, where the pupil's progress in learning is affected by his stammering Wave 2 provision may be introduced: Wave 1 and additional time limited, tailored intervention support programmes ('booster classes') for children expected to 'catch up'.

This gives the pupil who stammers an opportunity to attain his learning goals, and by enhancing his confidence allows him to manage his speech so that his progress is maintained.

However, where Wave 2 is not enough to meet the learning needs of the pupil who stammers, the SENCO will discuss with parents and, if appropriate, the pupil, the additional support offered by  'School Action', or  'School Action' Plus if specialist advice is needed from a speech and language therapist.

The therapist may contribute then to an Individual Education Plan (IEP), if one is deemed to be helpful. In the BSA's experience, this extended provision through  'School Action' is helpful for that group of pupils whose stammer is significantly impacting on their learning, and the BSA is pleased that  The Bercow Report (2008) did emphasise the importance of  'School Action' provision for children with speech, language and communication needs (SLCN), as judged by the school, and stressed the need for the effective funding of that provision.

The disability legislation (DDA) offers support for the pupil who stammers as well as ensures that schools make adaptations as required and have in place a policy on the equality of diversity so that all pupils are treated equally. A discussion on how the DDA applies to education may be viewed at Allan Tyrer's web site

For specific strategies see the following subsections under this menu item. These strategies may be helpful at Wave 1, Wave 2 or  'School Action' levels as the school will need to judge for the individual child who stammers what level of time and support is needed to implement these strategies

Statementing

Where the stammer is associated with more complex needs it is probable that the pupil has a statement and if speech and language therapy is not being offered the SENCO should check the provision on the statement for this. The BSA is aware from parents that in some cases where the stammering is viewed as a secondary need, even when it is mentioned on the statement, therapy is not being provided.

Sometimes, for various reasons, the stammer may not have been provided for on the statement at all.  In each case, the SENCO should discuss this with parents, and with their consent, refer to the local speech and language therapy service for advice, so that support for the stammer may be discussed at the pupil's annual review.

Summary

  • There have been many initiatives from the Government to offer support and training for education staff in identifying and supporting SLCN.
  • Intervention must be tailored to the needs of the child at that time. Gradual intervention using Wave 1 and 2 strategies in the classroom may need to be supplemented by support from  'School Action', or  'School Action' Plus if a therapist is involved.
  • For specific strategies see the following submenus under this menu heading. These strategies may be helpful at Wave 1, Wave 2 or  'School Action' levels.