The video clip shows the effective partnership between the teacher and the therapist. It is quite common for a class teacher to have had no training or experience of a pupil who stammers.
Secondary behaviours connected with stammering, silliness, playing the fool or withdrawal may be noticed first and the real problem not addressed. Therefore, it is important that parents do let the teacher know about their child's dysfluency or give permission for the therapist to do so.
Teachers need to be consulted about any school visits the therapist may wish to make, and plan with her the classroom observation, so that both professionals can work productively together. There is really no common professional language between teachers and therapists and it is important that the aims of the visit are shared, and that the therapist works within the boundaries set by the teacher. It may take some time to build up good working models.
Support may then be arranged, either through an IEP as in the video clip or more informal means. Eventually support maybe delivered through the Code of Practice of the Additional Support Act (2005). As each pupil who stammers will have individual needs it is vital that strategies to help him are discussed and negotiated with him so that he can support his own learning.
The model of the therapist, as the expert directing the teacher, is not helpful, and both professionals need to collaborate over organising support for the child as is shown in the video clip.
Joint decisions can then be made. The teacher's emphasis here on the whole policy of inclusion, where children who need support have their needs integrated into school and classroom practice, ensures that the individual needs of all the pupils are managed in a supportive environment. As part of that other pupils understand and accept diversity.