15 Old Ford Road, London E2 9PJ
Tel: 020 8983 1003
Email: info@stammeringineducation.net

Additional support

Sometimes the needs of pupils who stammer may be met through the good practice of the school working with the therapist but if their speech difficulties are identified as a barrier to learning by the school, the therapist or the parent a request for an assessment for 'additional support' may be made ('Additional Support for Learning' Act 2005. See also At Home: More about ASL).

It is the duty of education authorities to give some extra help in their schools to all children and young people with 'additional support' needs. Children and young people may need this help to assist them with their communication, reading or writing; to improve their access to the school and its facilities; or to support their learning through difficult family or other circumstances such as a period of prolonged bullying (Support for learning: Bullying).

The 'additional support' may be offered on a short term or long term basis according to need and children who stammer should receive the support that they need through this mechanism.

There may be concern about identification and resourcing at local level, but the flexibility that 'additional support' offers is very helpful for children who stammer as their needs can change. 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.

In the video the teacher explains to the therapist how children who need support are identified and provided for in her school. Paul who stammers is receiving considerable support from the school and the therapist and the choice has been made with his mother to develop an Individual Education Programme (IEP) for him, so that his speaking targets may be identified and monitored.

As oral work is demanding for most pupils such individual target setting and monitoring is valuable for the whole class.

Summary

  • This school's good practice is given statutory force by the 'Additional Support for Learning' Act (2005). (See also At Home: More about ASL)
  • It is good practice for the school to work in partnership with the therapist and the parent to support the child who stammers through an IEP.
  • Setting oral targets with monitoring for all pupils is very valuable.

The teacher discusses the needs of Paul, who stammers, with the therapist.