Supporting children who stammer. Cherry Hughes Education Officer, British Stammering Association

Transcription

1 Supporting children who stammer Cherry Hughes Education Officer, British Stammering Association

2 The British Stammering Association Online education resources: Training for education staff at: Information for parents Helpline:

3 What is Stammering? Repetition of part words/whole words/sounds Prolonging of sounds Blocking of sounds Disruption of the forward flow of speech Possible facial tension/extra body movements Disrupted breathing patterns Hidden feelings and avoidance behaviour

4 About 1 in 100 young people and adults are affected by stammering Without support: Stammering can severely affect educational attainment Stammering in young adults and adults may lead to increased rates of anxiety disorders; about 50% of adults who stammer present with a form of social phobia.

5 Stammering is challenging! BUT: Children and young people who stammer can achieve their potential WITH: Good support from parents, therapists and teachers to manage stammering in education

6 Facts about stammering There is no one cause, it is a complex disorder with no one cure Thought that stammering has a physiological basis in the brain structure Stammering sometimes runs in families More boys stammer than girls Onset usually between 2 and 5 years Between 5-8% of young children stammer. Chances of recovery in a child under 5 years is high

7 As a group children who stammer tend to be slightly less skilled when coordinating their speech 1 % of children do not readily outgrow it Some children may try to hide it, or avoid Covert stammering- Iceberg image

8 It is made worse by stress and anxiety It comes and goes Parents are not to blame for stammering but they can help their child become more fluent Early intervention is vital as recovery is most likely in early years

9 BSA Good communication guide for parents When speaking to your child: Slow down your rate of speech, but don t tell your child to slow down or take a deep breath Let your child have special time when she leads the way with an activity of her choice Ask one short question at a time and give plenty of time to answer Use short and simple sentences

10 When listening to your child Keep eye contact Pay attention to what your child is saying, not how he says it Pause before answering questions Make sure everyone gets a chance to speak Acknowledge speech difficulties with reassurance and encouragement-not with corrections or criticism Encourage others to follow this guidance too

11 An Educational perspective Saying my name was a nightmare Oral French was terrifying My panic rose as my turn to read came relentlessly closer

12 Reading out loud Why? Child lacks confidence Focus of attention Fear of others reaction Words are fixed Strategies Read in small groups or 1:1 Read in unison with another child Prepare the child Give them the choice to read or not

13 Registration Why? Time pressure Focus of attention Words fixed Strategies Abandon a formal procedure! Engage the children in alternative responses Give the child extra time

14 Answering questions in class Why? Focus of attention Time pressure Have to know the answer Strategies Give the child time Listen/ wait Talk slowly Prepare the child in advance Ask on a 1:1 basis Listen to what the child s saying, not how

15 Oral exams Why? Nerves Unprepared Pressure to do well Set script Strategies Adaptations not exemption! Rearrange task More time Preparation/Practise

16 Productions Why? Nerves Focus of attention Set script Strategies Option to join in Non-speaking part Talking in unison Preparation/Practise

17 Teasing and bullying Why? Different, don t know how to react Embarrassment Strategies Anti bullying policy Developing an understanding of the problem

18 Identification & Differentiation SEN Code of Practice guides schools to provide support, in the class There are stages for this according to individual need- changes in 2014 The SENCO should be contacted by parents if there is a cause for concern so that support is put in place and monitored

19 DVD Wait,wait I m not finished yet Michael Palin Centre for Stammering Children DVD features children and young people who stammer expressing what they want education staff to know about stammering BSA CONCERN: Availability of specialist SLT services

20 Early Years : Issues Reformed EYFS is helpful as it simplifies targets and emphasises communication skills More training is available for staff BSA concerns: More emphasis on phonics which requires staff to have a range of strategies for our children

21 Primary school issues Phonics Check Year 1 First national test in England in 2012 BSA Concerns: Can be stressful and introduces concept of failure Guidance for teachers on stammering and Check produced Feedback Please!!!

22 Secondary school issues GCSE Oral examinations English : teacher assessed : adaptations easier Modern Foreign languages: Final assessment by the Exam Board School must contact Board for adaptations

23 Stammering need not hold you back!

24 The British Stammering Online resources: Association Training for education staff at Information for parents: rent Helpline: