The parent in the video clip has been reassured by the support that her son has received from the therapist and within the school. Parents are very much part of the partnership supporting the child.
Decisions about speech and language therapy will be discussed with them and hopefully they will be pleased to involve the teacher in supporting this.
In some schools children who stammer do currently have an Individual Education Programme (IDP) and parents and teachers meet regularly with the therapist to monitor and amend this.However, school practice does vary. Any school decision to provide support for the child should be discussed with the parents, whether it is informal school provision or more formally through the 'Additional Support for Learning Act'.
This Act gives statutory force to present good practice in many schools and provides a 'Code of Practice' for its implementation. Parents may request an assessment of their child's needs and access a mediation service when they disagree with the help being given.
For children who stammer the act is most helpful as they may not previously have received the support that they needed because they would usually not have a 'Record of Needs', unless the stammer was associated with other more complex learning difficulties.
Now when the stammer is part of more complex needs a pupil may be assessed for a 'Co-ordinated Support Plan', professionals and parents contribute to this and an appropriate school placement would be offered.
All parents should be encouraged to express early concerns to the teacher and equally should be available to discuss any problems that the school may identify. A joint collaborative approach gives consistency to support for the child and the management of the stammer.