escWorks

What do I say to parents? How do I get the teachers on board? There is no doubt that a neurodiversity-affirming “support system” is a key ingredient of positive outcomes for students who stutter.  Education about stuttering and information about the process of therapy are important for those who make up the communicative environments of students who stutter.  However, education is only the beginning and must be paired with real counseling and support for caregivers. As SLPs, we are responsible for preparing parents, teachers, siblings, peers, and others for their roles in the process of learning to navigate stuttering in the long term.  This presentation will provide SLP role definition and counseling practices that support stutter-affirming environments. 

Objectives: Participants will be able to:  

1. List 3 aspects of creating a long-term support system for children who stutter.
2. Identify at least 4 facts about stuttering and their potential impact on the experiences of students who stutter.
3. Describe at least 3 counseling principles that connect to practical caregiver support activities.