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Ableism to Empowerment: Navigating School Structures When Working With Students Who Stutter.

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  • 1Frisco Independent School District, TX.

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Summary
This summary is machine-generated.

This article contrasts ableist and disability-affirming practices in school-based stuttering therapy. It offers practical guidance for speech-language pathologists to support students who stutter, promoting their dignity and value.

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Area of Science:

  • Speech-language pathology
  • Disability studies
  • Educational psychology

Background:

  • School-based speech-language pathologists (SLPs) navigate complex guidelines.
  • Existing frameworks can hinder the adoption of disability-affirming practices.
  • There is a need to center the perspectives of students who stutter.

Purpose of the Study:

  • To contrast ableist and disability-affirming practices in school-based stuttering therapy.
  • To highlight the critical perspectives of students who stutter.
  • To provide practical examples of disability-affirming therapy in public schools.

Main Methods:

  • Qualitative analysis of student perspectives.
  • Review of current clinical guidelines and practices.
  • Development of practical examples for therapy and institutional change.

Main Results:

  • Ableist practices often focus on fluency suppression, while disability-affirming practices respect diverse communication styles.
  • Students who stutter desire autonomy in goal-setting and accommodations.
  • Successful implementation requires updated assessment, therapy planning, and institutional support.

Conclusions:

  • SLPs can adopt updated practices to affirm students who stutter.
  • Collaboration, informed eligibility decisions, and student-centered goal choice are crucial.
  • Shifting institutional practices can affirm the value of stuttered voices in schools and society.