Teaching · Speech & Language

What the student wants the grown-ups to know.

Write the guide with the student: how to listen, their own words on what helps, their choices for reading aloud and being called on, and how adults should handle reminders and teasing. Print it for a teacher or for the family.

Start a guideWhat you get

The support guide

One record per student and reader. Use initials or a code, never a name. The example is made up.

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What you get

Teaching · Speech & LanguageFree

What you finish with
For each student and reader, a one-page guide with listening tips, the student’s own words, class or home choices, therapy and teasing plans, and resources, ready to print.
Who it is for
Speech-language pathologists who support students who stutter, writing with the student for teachers and families. The printed guide is for the teacher or the family.
Format
Browser form filled in with the student. Several saved guides per student (one for each teacher, one for home); printed as the guide or a blank form; CSV with one row per guide or the resource table; export and import a file.
Access
Free. No account and no sign-in. Everything you type stays in this browser; nothing is sent to Caveat.
Where it lives
The Speech & Language space in Caveat Teaching.
Support
Questions about an order, access or a correction: team@caveatacademic.com.
I w- w- wantthe listener waits
Drawn for this page. Most people who stutter ask listeners for the same thing: time, and attention to what they are saying.

How to use it

  1. Start a record with the student’s initials or a code and the date.
  2. Choose the reader: the family or a teacher.
  3. With the student, choose the listening tips and write what helps in their words.
  4. Fill in the class or home choices, therapy reminders and teasing plan.
  5. Add a few resources and print the guide for the reader.

Start a guide

What the guide is for

Why the student writes it

Students who stutter differ in what helps and in what they want shared. A guide in their words, with their choices for class, tells adults exactly what to do and gives the student a say. Many older students prefer to give the guide to the teacher themselves.

The core advice

Wait for the student to finish, keep natural eye contact, and respond to the message. Advice such as slow down or take a breath is kind in intent but usually adds pressure. Treat teasing about stuttering as bullying.

What this guide is not

It is not therapy and does not set accommodations; any accommodations a student needs belong in their IEP or Section 504 plan. The student decides what is shared with classmates.

Sources

  1. American Speech-Language-Hearing Association, Practice Portal: Childhood Fluency Disorders (treatment: environmental modification, education of teachers and families).
  2. The Stuttering Foundation: materials for teachers and families on listening to a child who stutters.
  3. National Stuttering Association: resources for families, teens and educators.
  4. Guitar, B. Stuttering: An Integrated Approach to Its Nature and Treatment, 5th edition (2019), chapters on school-age children and working with teachers and families.

This page also serves as the Parent Stuttering Support Resource Organizer: switch the reader to the family. The example student is made up. The guide shares a student’s own preferences; it is not therapy and does not set accommodations. Support: team@caveatacademic.com.