Stuttering: Its Multi-Dimensional Impact on School Performance School-based speech-language pathologists are being asked to consider the “whole child” when determining the need for speech-language services. It is no longer sufficient to report the communication deficits without relating how the deficits affect the child’s education. For students who stutter (SWS), this is a critical issue. Because stuttering is ... Article
Article  |   July 01, 2002
Stuttering: Its Multi-Dimensional Impact on School Performance
Author Affiliations & Notes
  • Nancy Ribbler
    Broward County Schools, Ft. Lauderdale, FL
Article Information
Speech, Voice & Prosodic Disorders / Fluency Disorders / School-Based Settings / Articles
Article   |   July 01, 2002
Stuttering: Its Multi-Dimensional Impact on School Performance
SIG 16 Perspectives on School-Based Issues, July 2002, Vol. 3, 20-22. doi:10.1044/sbi3.2.20
SIG 16 Perspectives on School-Based Issues, July 2002, Vol. 3, 20-22. doi:10.1044/sbi3.2.20
School-based speech-language pathologists are being asked to consider the “whole child” when determining the need for speech-language services. It is no longer sufficient to report the communication deficits without relating how the deficits affect the child’s education. For students who stutter (SWS), this is a critical issue. Because stuttering is a multidimensional disorder, it overlaps in all areas of scholastic competency, including academic learning, social-emotional status, independent functioning, and communication skills. It is crucial for the speech-language pathologist to educate the IEP team about the impact that stuttering can have on all aspects of the educational process. This article will illustrate some of the adverse effects that stuttering has in the various educational domains and provide sample “impact of disability” statements, which the speech-language pathologist can use when justifying eligibility.
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