One of the first questions parents of young children who stutter often ask me is, “Should we talk at home about stuttering?” Parents may say, “We weren’t sure how to start the discussion”, or “we don’t want him to become self-conscious so we haven’t pointed it out”. And most of the time when I ask the follow-up question, “Do you think he’s aware of his stutter?”, I get a cautious affirmative. “Yeah, I think so”.
Due to the pandemic, classroom accommodations, especially for children with neurodevelopmental challenges, are now even more essential. Accommodations include tips to make learning more “friendly,” thus helping students experience success. Over the years, I’ve found it helpful to organize accommodations using a “3S” System: Sight, Sound, and Space.
In order to notify a school that your child is struggling and request services, the first thing you must do is provide written notice. This can be addressed to the principal of the school or to the special education director of your district. If your district is LAUSD, send notice to the principal of your child’s school of attendance.
A child’s level of motivation is a more critical factor in determining how and what he or she learns than almost all other considerations. If we can help parents embrace an approach that focuses on collaboration, we will foster the positive interpersonal relationships that improve a child’s motivation to learn. When help is provided in this way, it is not enabling.
