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SLT's perspective

It is always helpful for the child who stammers, and their parents, to be supported by the speech and language therapist, as well as the teacher, when secondary transfer is being discussed.

In the video clip, the therapist describes her practice with the child who stammers. She works with him to complete a 'Communication Passport' that he can show to his teachers in the new school. If possible the therapist should visit the new school to talk with a member of the Guidance/Pastoral care teacher about the child's needs.

It is important that the therapist emphasises the need for a holistic approach to the child's needs. She should discover what worries he might have before she meets the secondary teacher because sometimes the child's concerns may be different to what may be anticipated by the professionals and the parent.

When that meeting takes place, both colleagues are able to work together to combine their respective knowledge, and the child profits from their discussion, and is reassured by the support he is receiving. 

When the speech and language therapy service is able to give this support to children who stammer, the parent also feels that her child is more likely to be able to cope at the new secondary school, as does the mother in the clip from the previous section.

It is useful for teachers and parents to know that in some areas this level of support is present, while in others the resources may not be made available for that.

Summary

  • There are issues of differential local priorities for speech and language therapy services. Provision for children who stammer is consequently very variable. 
  • Best practice is to have ongoing support from the service, particularly at the important stage of secondary transfer.

In this service the therapist compiles a 'Communication Passport' to support the pupil at the new secondary school. An SLT is shown explaining the 'Communication Passport' to a pupil