The National Stuttering Association (NSA) has long been a leader in advocacy, education, and support for people who stutter (PWS). While raising awareness is crucial, we go further by transforming knowledge into meaningful action. But how exactly do we make a difference? From stuttering support groups and national conferences to workplace advocacy and research efforts, we are changing lives. This article will explore the key initiatives that drive this mission forward and their impact on PWS, their families, and professionals. Local Chapters: Building Community & Confidence One of our most impactful programs is its nationwide network of NSA Chapters. These groups provide a safe space for PWS to share experiences, practice speaking in a supportive environment, and connect with others who understand the stuttering experience. Many PWS have reported that joining an NSA Chapter was the first time they ever met another person who stutters. Connecting with others facing similar challenges helps individuals reframe their perspective on stuttering and build self-acceptance. People who stutter are often isolated and don't know anyone else who stutters. When we meet another person who stutters, there is no guarantee that they want to talk about it. One of the most powerful things about NSA Chapter meetings is being able to share with others who understand. No longer alone! — John Raab NSA Connects: Virtual Support at Your Fingertips Recognizing that not everyone can attend in-person events, we created NSA Connects, a virtual program offering live webinars, discussion groups, and interactive workshops. NSA Connects provides nationwide access to support, offers targeted discussions on mental health, workplace challenges, and self-advocacy, and connects PWS, families, and professionals in a digital space. NSA Connects has become a lifeline for many who may not have access to a local support group. People who stutter from all over the country can log in and instantly connect with a supportive community. I am not alone! Other people’s stories are a lot like mine. We all can help each other get through this. — Kevin Foley The NSA Chapters and online meetings have informed me about people who stutter of all ages and demographics. I have never collaborated in a discussion of this magnitude to a degree that stuttering is a part of who we are and should not be discounted as a negative in society. The NSA has contributed to a positive of well-being in my communication.— William Dunbar Annual Conference: A Life-Changing Experience 2025 Annual NSA Conference in Denver, CO Every year, we host our Annual Conference, which brings together hundreds of PWS, families, speech-language pathologists (SLPs), researchers, and advocates. This event encourages self-acceptance and personal growth by providing workshops on various topics, such as career success, and offers a sense of belonging and empowerment. Attendees leave the conference feeling energized, understood, and supported. For many, it’s their first time seeing hundreds of people who stutter in one place. What an enlightening and inspiring conference! Emma was so happy those four days; it really put a skip in both of our steps. The conference felt like a giant hug of love and understanding. We’ll return every year and definitely connect with the NSA Chapters, parents group, and Sisters Who Stutter in the meantime. — Lisa Vahradian Thank you to all of those involved in the NSA. In particular, my thanks must go to the donors that fund the conference scholarships and the NSA for selecting my family as scholarship recipients. Unfortunately, I learned about the NSA and the Annual Conference late in the game and with recent medical bills, grad school expenses, and limited time to budget, I didn’t know how we would be able to make it happen for our family. That scholarship has forever changed our family.— Molly Porzel NSA’s Youth and Family Programs: Empowering the Next Generation Stuttering can be particularly challenging for children and teens, especially when faced with bullying, self-consciousness, or a lack of understanding from peers. Our Youth and Family Programs focus on empowering young people who stutter (and their parents) by providing education, support, and mentorship. Key Initiatives: NSA Kids & Teens Programs – Specially designed events, meetups, and educational resources tailored for young PWS Family Days & Workshops – Interactive sessions where parents and children learn strategies to navigate stuttering together Teen Advisory Council (TAC) – A leadership program that gives teens who stutter a voice in shaping the NSA’s youth initiatives Young participants gain confidence and resilience, while parents receive guidance on how to support their child. Families leave these events with a renewed sense of hope. The NSA has completely changed Hayley’s life in more ways than I can imagine. For the first time, Hayley has no longer felt different and inferior, but rather unique and special. It was that mental shift — the shift from being seen not as a problem to be solved, but a person to be accepted. — Linsey Stuckey Workplace Advocacy: Supporting Professionals Who Stutter There’s no denying that navigating the professional world as a person who stutters comes with challenges, from job interviews to workplace communication. We provide Workplace Advocacy Resources to help PWS and employers foster inclusive work environments. Our key initiatives include workplace webinars and training, which educate employers, HR professionals, and employees on stuttering awareness and creating inclusive work environments. We also highlight career success stories, showcasing professionals who stutter thriving in their fields to inspire others. Additionally, our Full Disclosure series features candid conversations about navigating stuttering in professional settings. These efforts have helped numerous PWS gain the confidence to advocate for themselves in job interviews, ask for accommodations, and pursue leadership roles. Many employers who participate in NSA training programs also develop more inclusive policies. My biggest takeaway is that I should utilize the resources from this great community instead of trying to do it alone.— Josh Jensen My life has transformed. The support from fellow NSA Chapter members has encouraged me to start with baby steps. I began by making phone calls and ordering food at drive-thrus, which later led me to working as a customer service/sales rep. That job required me to talk on the phone all day. I accepted being a PWS and I am no longer ashamed of my stuttering.— Tanya Banks Research & Advocacy: Driving Policy Change We are committed to advancing research on stuttering and advocating for policies that benefit PWS. We help shape the future of stuttering treatment, education, and public awareness through collaborations with researchers, universities, and policymakers. Here are a few of our key initiatives: Partnerships with speech and stuttering research institutions: Supporting cutting-edge research on stuttering treatment and intervention Public awareness campaigns: Advocating for greater representation of PWS in media, education, and healthcare Legislative advocacy: Working with lawmakers to promote disability rights and workplace inclusion for PWS We have contributed to landmark research studies, helped pass workplace protection policies, and increased media representation of people who stutter in TV, film, and public discourse. Awareness Leads to Action We don’t just talk about stuttering; We actively create change through our programs and initiatives. From local support groups and national conferences to workplace advocacy and research collaborations, every effort is designed to empower, educate, and uplift the stuttering community. Are You Ready? Find an NSA Chapter Join the next Annual Conference Access workplace resources Donate to support our programs

Ladan Khoshbin, SLP, recipient of the 2026 NSA Graduate Student Research Award. Her mixed-methods study explores self-disclosure, psychological resilience, and lived experiences among adults who stutter. The National Stuttering Association (NSA) is proud to announce Ladan Khoshbin, SLP, as the recipient of the 2026 NSA Graduate Student Research Award (GSRA). Her study, "Self-Disclosure and Psychological Resilience in Adults Who Stutter: A Mixed-Methods Study of Relationships, Influencing Factors, and Lived Experiences," will examine how choosing to disclose stuttering may relate to resilience and why that relationship can differ from person to person. The GSRA provides up to $5,000 in funding to support graduate students conducting meaningful stuttering research. Formerly known as the NSA Research Fund Award, it has been awarded annually since 2022, thanks to the generosity of the NSA community. The award is presented in loving memory of Diane Games and honors her lasting contributions to speech-language pathology and stuttering research. "What has always mattered most to me is being impactful in people's lives and I realized research was a way to keep doing that,” Ladan said. “Receiving this award means a great deal to me, and not only because of the funding." Read: Could VR Transform Stuttering Therapy? Research Insights from John Tetnowski Read: How NSA-Funded Research Is Advancing Understanding of Stuttering From Clinical Practice in Iran to Doctoral Research Ladan began her career in speech-language pathology in Iran, where she worked for 12 years as a clinician before considering research. She started as a general SLP, but working with people who stutter quickly became the center of her practice. The progress she saw with clients also raised questions about why certain approaches helped and why others did not. She founded a private practice and later co-founded Green Speech to expand stuttering awareness and clinician training beyond her own clients. Those unanswered clinical questions eventually brought her to Binghamton University. Ladan is now a graduate assistant in the Division of Speech-Language Pathology at Decker College of Nursing and Health Sciences and a doctoral candidate in Community Research and Action at the College of Community and Public Affairs. Her research is guided by Dr. Rodney Gabel. "I started as a general SLP, working across different areas of practice, and in less than a year, I found where I belonged: working with people who stutter,” said Ladan. “I did not choose stuttering because it was easy. I chose it because it was where I was already succeeding and that success left me with a question I carried for years before I had the tools to answer it." Listening Shaped the Research Question Early in her clinical work, Ladan noticed that clients who stutter often opened up more and reported greater progress than she expected. One possible reason kept returning to her. She listened well. The work of David Luterman helped her become more deliberate in her listening, a skill she continues to develop and now shapes how she approaches research. Her interest in disclosure also grew directly from clinical practice. While working with a woman who had a covert stutter, Ladan noticed that the client's openness encouraged other people to share their own vulnerabilities. When later research by Boyle and Gabel reflected the same pattern, disclosure became more than a clinical tool for Ladan. It became a question she wanted to study. "That pattern, disclosure inviting disclosure, was something I observed directly in practice long before I had research language for it,” Ladan said. “When Boyle and Gabel's work came out, I recognized the same pattern in their findings, and that recognition is what turned disclosure from something I did clinically into a question I wanted to study directly." Read: How This Researcher Advanced the Quality of Life for People Who Stutter Read: How One Research Award Helped Launch a Career in Stuttering Research Self-Disclosure, Resilience, & the Speaker's Perspective In Ladan's study, self-disclosure refers to a person who stutters intentionally letting someone else know that they stutter. She will use a mixed-methods design, beginning with a large survey and following it with interviews with a smaller group. The survey will help identify broader patterns, while the interviews will allow participants to describe what disclosure has meant in their own lives. Much of the existing disclosure research has focused on how listeners respond and how disclosure affects communication. Ladan is examining how disclosure may fit into a person's longer-term response to stigma and adversity. Her study will consider self-stigma, self-esteem, and self-compassion as possible mediators, along with community involvement, gender, and stuttering severity as factors that may influence the relationship between disclosure and resilience. "Over three years of doctoral work, that same strength, listening, shaped everything I chose to study,” said Ladan. “I gravitated toward resilience and lived experience, did qualitative work so I could keep listening closely and treat people's stories as evidence, and kept reading until I saw the gap clearly: we know a great deal about the listener's perspective on disclosure, but far less about the speaker's own in-depth experience." Treating Lived Experience as Evidence The study was designed to balance scale with depth. A broad survey can show relationships across a larger group of adults who stutter, but Ladan did not want numbers to tell the entire story. The interview phase gives participants space to explain how disclosure, stigma, support, and resilience interact in ways that a set of survey responses may not fully capture. "I wanted the study to be large enough, through the survey, to say something reliable across many adults who stutter, but I did not want numbers to be the whole story,” said Ladan. “The interview phase exists because I believe people's own accounts of their experience carry evidence, not just illustration." Ladan's own path into qualitative research shaped this choice. Over three years of doctoral work, she gravitated toward resilience and lived experience because qualitative methods allowed her to listen closely and treat people's stories as evidence. By combining quantitative and qualitative methods, the study can preserve both breadth and individual meaning. Read: Rethinking Early Stuttering Support: What Parent-Child Interactions Really Tell Us Read: Stuttering Research Spotlight: Dr. Christopher Constantino, PhD, CCC-SLP Moving Toward More Individualized Support Ladan hopes the findings will offer a more nuanced understanding of what disclosure can and cannot do. Disclosure is often encouraged as a broadly positive step, but her research recognizes that the experience may depend on a person's self-stigma, self-esteem, self-compassion, community support, and other parts of their life. That deeper understanding could help clinicians move beyond general advice and have more individualized, evidence-based conversations with clients. It may also give people who stutter better information as they decide whether, when, and why disclosure feels right for them. "I hope this study gives people who stutter a clearer, more honest picture of what disclosure can and cannot do for them, instead of a blanket message that being open and disclosing is simply good,” Ladan said. “I want them to see disclosure as one possible part of building resilience, one that may work differently depending on their own self-stigma, self-esteem, self-compassion, and the support around them, so they can make that choice for their own reasons." What the Graduate Student Research Award Means to Ladan Applications for the Graduate Student Research Award are evaluated for their significance, originality, methodological rigor, feasibility, and relevance to the stuttering community. For Ladan, being selected brought encouragement that went well beyond the financial support. The recognition affirmed that a research question rooted in attentive clinical practice and the lived experiences of people who stutter belongs in the field. It also strengthened her confidence to keep studying how adults who stutter build resilience in their own words. “That confirmation has boosted my confidence to keep pursuing this topic and to trust that what I bring to it matters,” said Ladan. “I am genuinely grateful and I am thankful to the National Stuttering Association for supporting research that starts from listening to people's lived experience.” The NSA is proud to support Ladan and research grounded in the voices of people who stutter. Learn about the GSRA here.

Written by: Mia Woltman, WeStutter@Work Committee When most people graduate from college, the next item on their to-do lists is to find work. No matter the workplace, most graduates have to adjust their environment to fit their grown-up needs and starting salaries. But in my case, I never left my surroundings to seek ones more appropriate. I never had to step into somewhere dauntingly new and deflect the intimidation. The classroom was and is my constant: the white canvas of the whiteboard, the bins that house that nostalgic “crayon” smell, the tiny desks that have seen it all. This isn’t an essay answering the classic, “Why did you become a teacher?” question, but rather a summary of how I rewrote my stutter’s narrative in the classroom, where most people who stutter (PWS) face their lowest lows. How had I metamorphosed from a shy, frightened student to a loud, bubbly teacher? Well, my stutter and I had already been making this slow shift for twenty-something years. Mia on preschool picture day I began speech therapy as soon as my parents found out that I repeated sounds and blocked. My earliest memories of therapy are rooted in preschool and felt like a child’s dream, playing all kinds of games during our sessions. At that age, I didn’t understand it as therapy. To me, it simply felt like a familiar visit with a friend. I entered elementary school with an individualized education plan (IEP) so that I could continue receiving speech services. Mia and her speech therapist on the last day of first grade It wasn’t until upper elementary school that it dawned on me why I had to practice speaking differently, why I was pulled out of the classroom during read-alouds, or flip through a round of words in the hallway when nobody else in my class did the same. I learned that I stuttered. The shame I began to feel surrounding this revelation shaped who I became. Stress can intensify the negative memories controlled by the brain’s hippocampus. As humans, we are prone to remembering our "failures” rather than our victories. I was the only person I knew who stuttered and at the time, I could barely define “wisdom.” As a result, I fell victim to this perception of life for far too long: a half-empty glass. I sat at my desk in third grade, waiting for my turn to present. We were assigned to read a chapter book of our choice and prepare to answer a series of interview questions as if we were the protagonist. What was a star lesson plan for my teacher was something I thought would end me, something that made me repeat “I can’t, I can’t, I can’t.” There were so many situations where I felt like a life-or-death decision had to be made: Do I present to my peers and let my stutter play puppet-master to my shame or do I refuse and save myself the dread? I presented through the nervous nausea and lived to hear the pitiful applause. Fifth grade witnessed one of my most significant turning points. I practically denounced speech therapy to my therapist. This isn’t to say that speech therapy can’t benefit people who stutter or that my therapist lacked the necessary tools. In my opinion, the strategies weren’t helping me. Again, I was ten and wanted an immediate fix. I wanted to talk as easily as my friends and teachers. I wept in my therapist’s office in the middle of the school day, tears salted with anger and disappointment. I was told to get a drink and to compose myself. I hadn’t known it then, but I returned to that office with the invisible white flag of surrender. I could accept I had a stutter, but it didn’t mean I had to be happy about it. Mia giving a presentation in fifth grade And I wasn’t. I never talked about my stutter to friends or my family. I only ever mentioned its challenges to my teachers at the start of each school year. My stutter was placed into my own hands when I stopped speech therapy in junior high. I was shy, insecure, and doubtful about who I was compared to others who spoke with flowing fluency. In eighth grade, I stuttered through the worst presentation I would ever give. I barely spoke two words without stuttering. It was physically exhausting and forced me to retreat into a lonely place. Fortunately, my supportive mother, who worked for the school district, acted as my advocate by co-creating a 504 Plan with my school’s administration. Roughly a month after my presentation, I received a handwritten note from my choir teacher that said, “I hope to see that leader come back in you.” Apparently, my personality hiatus was obvious to others, even when it wasn’t to me. I faced the choice of folding the cards life had dealt me or playing them. I never wanted to cave to my stutter again. A note from Mia’s eighth-grade choir teacher I slowly found more footing in high school. I rarely ever utilized my 504 Plan and instead forced myself through exposure therapy. Sure, there were imperfect presentations and many days when I felt inferior to the others around me, but I refused to let stuttering define who I was. The COVID pandemic gave me the reset I needed to erase my old reputation and write a new one. I got to be me. I wasn’t just someone who stuttered; I was also a very bright student with a steady head on her shoulders. I spoke up when nobody raised their hands during Zoom calls. I led the dreaded group projects. I presented information that nobody else could find. Eventually, I realized that my abilities were outgrowing my stutter. I didn’t have the energy anymore to fret over something so small when my mind was becoming something so big. Mia’s senior year classroom while remote learning This being said, I didn’t have any accommodations when I entered college. I dropped my 504 Plan and decided I could be my own advocate if needed. My stutter became so mild that I rarely ever mentioned it to professors. My largest victory during my time studying Elementary Education was becoming the editor-in-chief of my college’s literary journal. Mia as editor-in-chief I spoke in front of nearly fifty people during launch parties. I had a passion for writing and nothing was going to get in the way of something I came to love—not even my stutter. When updating Facebook about my writing one day, it was my elementary school speech therapist who commented something that evokes goose bumps each time I read it: Even though her comment was cliché and has been said many times before to many different people, I felt an overwhelming sense of pride. All of those years later, and here we were praising my words. My words! Why wouldn’t I want to stay in the classroom forever? It’s witnessed my growth from the very start. It’s a place that's seen me at my worst and at my best. I rewrote my stutter’s narrative at work by choosing to love myself, no matter how I sounded. Choosing to envelop myself in the arms of those who supported me. The answer is in the accommodations, the people with whom you surround yourself, the unwavering perseverance, the trust you promise yourself, and in the card you find up your sleeve and play when nobody (or everybody) is watching. The last week of school with Mia’s first-grade students

Sarah Onofri, Family Programs Coordinator We asked our community on social media what we initially thought was a simple question: “Do you consider stuttering to be a disability?” What we found from all of you was that the question not only wasn’t simple, but it was flawed. As the comments flooded in, we realized we were asking two questions at once: We wanted to know how people who stutter feel about the word disability and whether stuttering feels disabling in their own lives. But the wording made legal recognition sound like a matter of personal opinion. We added a note to the original post: “At the core of this discussion, we know that it’s incredibly important that legally, stuttering is considered a disability within the Americans with Disabilities Act, and we sought to see how people who stutter themselves feel about the term disability in the context of stuttering. We see all of you who are working to eliminate the stigma of the word ‘disability’ and making the world a better place for people who stutter. We hear you - perhaps the question we should be asking is ‘How disabling do you feel your stuttering is?’” Why Calling Stuttering a Disability Matters ‘Disability’ is just a word in the dictionary – and it’s not a dirty word. Many people in the stuttering community have worked hard to reduce the stigma surrounding both stuttering and the disability label. We also recognize the disability rights advocates who came before us and fought for the protections people who stutter may rely on today. That was a common thread in the responses to our post. Parents talked about accommodations that can reduce barriers for their children at school. Adults who stutter shared how important it is to know they may have legal protection from discrimination and access to workplace accommodations when needed. Other people shared that they did not view their stuttering as a disability. They described it as a hindrance, a difference, a communication disorder, a challenge and even a superpower. We want to honor and validate those perspectives, too. “Even if you're personally uncomfortable with [stuttering] being characterized as [a disability], it's important to have the protection against discrimination that the classification affords,” commented Gina Waggott. Legal recognition can matter even when someone does not personally identify as disabled. Does Having a Disability Mean Being Disabled By It? If stuttering is a disability, does that mean all people who stutter are ‘disabled’? No, it doesn’t. There is a difference between having a disability and being disabled by it. Steff Lebsack explained it well, “Stuttering is formally considered a disability in terms of the ability to receive accommodations in the workplace if needed, payment for therapy if needed and services..... but whether the person experiencing it considers it to be ‘disabling’ to their activities of daily living is intrinsic based on one's own lived experiences, thoughts and opinions.” Most people who stutter will agree that stuttering ebbs and flows, so you may not find your stuttering disabling at all right now but perhaps a few years ago, it was incredibly disabling. Stuttering affects our lives in various ways and no two people who stutter are the same. Not only that but as Carl Coffey reminds us, “We’re all in different stages of our journey which may impact how we view our stutter.” A Better Question for the Stuttering Community Let’s return to the question we posed in the first place. We would ask it differently now. “How disabling do you feel your stuttering is?” We might also ask how stuttering affects your life, when it feels most disabling and what support or accommodations help you participate fully. Those questions leave room for the range of experiences within the stuttering community without treating disability rights as a matter of opinion. We all may view stuttering differently, and that is part of the beauty of our community. We can honor those viewpoints while continuing to protect the rights of people who stutter. July is Disability Pride Month, and July 26, 2026, marks the 36th anniversary of the signing of the ADA. The 2026 Disability Pride Month theme, selected by The Arc’s National Council of Self-Advocates, is “The World Works Better With Us.” That is a message we can proudly champion! Additional Information Stuttering can qualify as a disability in legal and educational contexts. Under the Americans with Disabilities Act, a disability is a physical or mental impairment that substantially limits one or more major life activities. Speaking and communicating are specifically named as major life activities. Whether someone’s stuttering meets the ADA definition depends on that person’s circumstances. In education, the Individuals with Disabilities Education Act specifically includes stuttering as an example of a speech or language impairment when it adversely affects a child’s educational performance. Students may also qualify for support under Section 504, depending on their individual circumstances. In the workplace, a person whose stuttering meets the applicable definition of disability may be protected from discrimination and entitled to reasonable accommodations under the ADA. That recognition matters. It can help protect people who stutter from discrimination, provide a path to workplace accommodations, and help students receive appropriate support at school. This article provides general information and is not legal advice. Eligibility for legal protections, services, and accommodations is determined individually under the applicable law or program.

Mia Woltman, WeStutter@WorkCommittee Living with a stutter usually requires flexibility, patience, and determination. No matter what your stutter looks or sounds like on the expansive spectrum, the resources we utilize should reflect and nurture these characteristics. People who stutter might choose to assemble “strategy toolboxes” with exposure therapy, speech-language pathology, assistive technology, workplace accommodations for stuttering, and other forms of job support. Emily Blunt, a famous actress appearing in films like The Devil Wears Prada (2006, 2026), A Quiet Place (2018), and Mary Poppins Returns (2018), draws attention to the care that stuttering needs as a woman who stutters herself: “It is neurological, it’s biological, it’s often hereditary, and it’s not your fault” (Woerner, 2023). Attesting to Blunt’s seriousness and supporting the stuttering community are Vocational Rehabilitation Programs (often referred to as VR). What Is Vocational Rehabilitation? VR is a disability employment service made up of individualized programs that help people with physical, mental, developmental, or emotional disabilities prepare for, obtain, maintain, advance in, or return to work. There is a history to VR, as there is with general disability awareness. In September 1973, the Rehabilitation Act was passed, which expanded federal disability rights. Seven years later, in 1980, the US Department of Education was officially inaugurated as a cabinet-level agency (Williams, 2016). Today, VR falls under the DOE–more specifically managed by the Rehabilitation Services Administration–explaining how VR is state and federally funded. While state programs often house VR under various names, they tend to follow the same procedures. To be considered eligible, a person must have a mental, physical, or developmental impairment that acts as a substantial barrier in the workplace. Typically, if a person already exercises Supplemental Security Income or Social Security Disability Insurance, they will automatically be approved (CareerOneStop, 2026). Once eligibility is established with the necessary documentation, a VR counselor assists the person to develop an Individualized Plan for Employment. Together, both parties identify vocational goals and appropriate supports. How VR Services Support People with Disabilities Examples of how VR programs aid people with disabilities are diverse. Someone with a vision impairment may be provided with screen-reader assistive technology. A construction worker who can no longer lift heavy objects due to injury may be provided with new training covered by VR. A person with arthritis may receive specialized desk tools or voice-to-text software. Those with autism may work with job coaches to complete applications, practice interviews, or polish resumes. For adults who stutter, VR services may include career counseling, speech therapy referrals, job coaching, resume support, mock interviews, assistive technology, and help request workplace accommodations. For someone worried about job interviews with a stutter, VR can provide both practical preparation and an advocate who understands disability employment services. Anabel Augustin’s Experience with Vocational Rehabilitation Anabel Augustin recently used VR in 2019 to job search while coping with the unpredictable navigation of stuttering. Now a Wraparound Youth Case Manager assisting children in multiple areas of life, Anabel shares her successful journey. After graduating from college with Summa Cum Laude honors, Anabel remembered feeling intimidated as she was forced to go from an exceptional student “on paper” to someone imperfect as she tried to verbally pitch her skills to interviewers. In a spring 2026 interview with Mia Woltman from the National Stuttering Association’s WeStutter@Work Committee, Anabel stated something she had asked herself many times during her employment search: “Am I ever going to find a job?” Even after disclosing during interviews, Anabel still seemed to come up short. Taking action and new approaches, she typed “I have a stutter, and I need a job” into the Google search bar, a phrase many people who stutter may recognize when searching for employment support, job interview help, or VR services. From there, Anabel not only witnessed change but lived it. After calling Florida’s VR office, Anabel was given an in-person appointment once she submitted documentation of her disability from a licensed speech-language pathologist. At this appointment, Anabel explained her challenges and was assigned a counselor. After a few weeks, this counselor matched her with a new speech therapist and a job coach. This coach supported Anabel by planning mock interviews, revising her resume, and completing applications for Anabel using previously made connections in several fields. During interviews, Anabel’s coach would even act as another in-person advocate at the table. For Anabel, the VR process lasted approximately three months. When Mia asked Anabel in the interview what advice she would give to someone starting VR: “It is very beneficial in the way they give you practice, and with their connections, they can be a better advocate,” said Anabel. While Anabel grants that the process can be lengthy and slow-moving at times, she does not hesitate to proudly exclaim, “Take a chance.” Could Vocational Rehabilitation Be Part of Your Stuttering Strategy Toolbox? While the perception of stuttering is shifting from a “fix it” to “accept it” mindset, and some who stutter may be hesitant to label their speech as a disability, we must not lose sight of the overarching goals we have for ourselves. How people choose to craft their “strategy toolboxes” is a personal experience that may feel like a trial-and-error undertaking. Perhaps VR is another strategy that may be a fortunate surprise, like it was for Anabel. In addition to flexibility, patience, and determination, it is curiosity that befriended Anabel Augustin at the most imperfectly perfect time. Sometimes, change simply begins with a Google search. References People with disabilities: Vocational rehabilitation. (2026). CareerOneStop. State rehabilitation agencies. (n.d.). Ed.gov. Williams, B. (2016). The Rehabilitation Act of 1973: Independence bound. Administration for Community Living. Woerner, M. (2023) Emily Blunt says living with a stutter is like having an ‘imposter’ in your body ‘who doesn’t pay rent.’ Variety.

We are honored to share “Hope Against All Odds,” a poem by National Stuttering Association community member Isaac Geller. Through honest and deeply personal reflection, Isaac reflects on the challenges, resilience, and hope that can come with being a person who stutters. Shared with permission from the author. I open my mouth, Instinctively so, To verbalize my thoughts, To share my words. But yet again, I’m so viciously reminded, Of my shackles, That tie me up, Like a wax statue, Like a broken instrument, I stand there in shame, Hissing some sound. That inaudible jumble, Might not sound like much, But to me it does, And it screams oh so loud. It purges up from deep, Deep within, My stolen voice, My trampled identity. It fights tooth and nail, It demands release, To get its message, Out to the world. Yet all it can do, Is a few weird noises, Whispers of shame, Of hurt and frustration. Day after day, The morning sun, Demands another try, Another battle to wage. To confront the world, So impatient, And cruel, Never ceasing the fire. Daily tasks left undone, Phone call avoided, So many opportunities, Missed just like that. Another silent day, Full of stares, So many pairs of eyes, Looking away. Of strangers smirking, Eyebrows raised, When greeted by silence, Asking for directions. Of cashiers and bus drivers, Avoiding my gaze, While holding up a line, Of impatient people. Going out there, And being present, Is a daily struggle, A constant fight. Getting up in the morning, Is a conscious choice, Of a day of suffering, And of shame. Yet I climb out of bed, Facing my fate, Sometimes wondering, Why today has arrived. I trudge along anyway, Confronting reality, For the moment I stop, It is a sad defeat. Just know that inside, There’s a beauty, Waiting to be heard, To be given its chance. Will I ever accept, My fate with a smile, So you can finally hear, My beautiful speech. I cling to that hope, That I’ll learn to accept, Although it is tough, Treacherously so. With patience, And resilience, I will persevere, With iron will I’ll prevail. To forge ahead, Plowing through hardship, Is my only choice, To really survive. For giving up is treason, To my story of life, A happy ending, Is the one I’ll write. One step at a time, It is okay to fall, Slowly but surely, I will succeed. Years of isolation, Always on the run, Escaping and avoiding, Hiding from all. And the pain of it all, Is so much more, When watching your eyes, Pity me. I have what to say, I've got what to share, Perhaps so much more, Than him and her. Will my lost voice, Ever get its chance, To prove to the world, That it can too. Will my broken self, Ever rise up again, Through the shame, Out of the shadows. Will my yearning spirit, Ever come forth, To tell the story, Of relentless times. Will my true inner peace, Ever replace, The emotional wreck, That is me.

Written by Taylor Worsham, BA, Communications Coordinator Nothing or nobody really prepares you for when the Annual Conference is over. I certainly wasn’t. Charlotte 2026 was technically my second Annual Conference, but my first conference where I attended as an attendee and not part of the NSA staff. As I’m writing this, I’m very much deep in the throes of what are called in our community as “post-conference blues,” or also more widely known as a happiness hangover. According to Psychology Today, symptoms of it can include feeling down, low energy, feeling tired, loneliness (even if you are not alone), and/or a loss of purpose. Sound familiar? While I’m still figuring out what to do with myself after such a joyous, momentous occasion, here are a few things I’ve found that have helped me during this time. 1. Rest, rest, rest I know this one may seem like “yeah, no duh,” but the Annual Conference is draining. You’re meeting a bunch of new people, you’re speaking during the Open Mics, you’re probably dehydrated, you’re staying up late talking to people in the lobby then waking up early for the 9 AM workshops, you’re socializing pretty much the entire time, and jet lag is real. You are going to be completely exhausted by the time it’s over. When you get home, give yourself permission to rest. And that may look different from person to person. Whatever gives you rest and recharges your spirit in a productive way, do it. Take time off work, if possible. 2. Let yourself feel Feel all the emotions afterward and feel them fully: sadness, loneliness, anger, mourning, etc. It’s okay to express them, too. If you want to cry, then cry. If you want to go to a rage room and smash things up, then do it. The only way to get through them is by actually going through them, not around them. 3. Seek out connection and fulfillment Your brain is coming down from an insane high from being at the conference. Finding connection and community releases a bunch of feel-good hormones in the brain, including dopamine, serotonin, and oxytocin. Then, all of that is taken away super suddenly. It’s sort of like someone who’s addicted to drugs not getting high for a bit. The withdrawals kick in. They don’t feel good. Frankly, they suck. My advice? Seek out (healthy) connection and fulfillment. This can include spending time with your family and friends, treating yourself to your favorite food or a well-earned break, exercising, meditation, drawing or painting, volunteering, etc. Also, talk to people who also went to the conference! Chances are, they are going through the exact same thing as you right now. 4. Capture the conference magic before it fades I highly recommend this one. Jot down your favorite memories, save/print photos, write down your favorite quotes, record a voice memo, or talk to people you met at the conference that you want to stay in touch with. This can help turn the conference experience into something you can revisit at any time. 5. Do some reflecting A meaningful conference experience can shift the way you see yourself. Take some time to reflect on what this experience brought up for you by asking: “What did I learn about myself?” “What do I want to carry forward?” “What was my biggest takeaway from this experience?” “How can I apply what I learned in workshops to my everyday life?” Doing reflection work can help you get even more out of your experience. The conversations and workshops do not have to stay in the conference rooms. You can carry them into your daily life in ways that feel realistic to you. 7. Make the next step After an intense experience that feels meaningful, it can be tempting to put pressure on yourself to keep the momentum going right away. But instead, choose a next step that’s gentle, ideally related to the NSA. Maybe sign up for a virtual event, attend an NSA Chapter, revisit your notes from a workshop, or something similar. 8. Remember that belonging still exists when you’re apart One of the hardest parts of leaving the conference is going from being surrounded by people who understand stuttering to returning to places where you may be the only one you know who stutters. But the connection you felt does not disappear when everyone goes home. The people you met and the conversations you had still count. That sense of belonging is still within you, even across different cities, time zones, routines, and seasons of life. While the conference may only last a short while, community doesn’t have to be limited to that time frame. You can stay connected through NSA Chapters, virtual events, messages, social media, and the reminder that you are still part of this community, even from home. Keep the community close If you are feeling the post-conference blues, it may be because it gave you something valuable: a place where stuttering was not something to fix or apologize for. And while we can’t bottle up the magic of being together in one hotel or one weekend, we can keep building spaces where people who stutter feel supported and less alone all year long. Stay connected with the NSA by joining our mailing list so you don’t miss updates about upcoming events, community opportunities, and the 2027 Annual Conference in Scottsdale, Arizona. And if this community has meant something to you, consider making a donation to help us continue creating life-changing spaces through NSA Chapters, virtual events, family programming, 1-Day Conferences, and more. Make a difference today at WeStutter.org.

Maddie Nichols, WeStutter@Work I remember asking my husband before we got married if he cared that our future children might stutter. I reminded him that stuttering has a genetic component and that there was a good chance that she could stutter and that it could follow her into adulthood, as it did with me. With care and fervor, he said that he wasn’t concerned in the least. He reminded me that our child would have the support of her family and a mother who could truly say that she understood. He was right. I had the unique opportunity of giving my future children the support that I so desperately needed growing up, and this eased my worries. In 2023, we were blessed with a beautiful baby girl. It was a cold February day, and I was in the kitchen, making dinner. My daughter was watching Blue’s Clues on the couch, shouting at Steve that there was a clue behind him. I remember hearing her little feet sauntering into the kitchen. “Muh-muh-muh-mama, can Iiiiiii, have a snack?” I stopped, frozen. Was that what I thought it was? No….no, it couldn’t be. “Sure, sweet pea. What would you like?” I said, my voice was shaky. “I wwwww-want pretzels.” It had happened a second time, surely not a coincidence. I got her the pretzels. She thanked me and toddled off to the couch. I slunk to the floor and took a couple of deep breaths. It happened. She began speaking like me. I had felt so prepared for it, and yet, I felt completely blindsided. But how could this have happened? I had made it a personal undertaking to model smooth speech in front of her. Was my effort not enough? I felt the weight of every time I had been teased, mocked, and disciplined for dysfluency all at once. I felt the heaviness and the discomfort of every speech therapy appointment. It was my fault that she would have to go through this. My genes had done this. My husband reminded me again that I was in the best position a mother could be in. I could give my daughter what I desperately needed when I was her age. I could support her in ways that only a person who stutters could. Super mom mode kicked in, and my husband and I sent messages out to all of her care providers asking them to give her the time she needed to speak and not to draw attention to her stutter. They just need to listen–really listen. Maybe my daughter will grow out of this stutter. Maybe we are just in a phase. Even if she doesn’t, I’m prepared to fight for my daughter on any front she wants me to fight on. I still feel a sense of guilt from time to time. I still feel the immensity of my childhood sitting on my shoulders. Even with that heaviness, every time she opens her mouth and I hear her beautiful voice, I am reminded to be a parent who listens. I am reminded to continue fighting for a world that listens with intention, not just for her, but for everyone who stutters. Lastly, I am reminded of how strong and stunning and incredible she is inside and out. How lucky am I to give her what I didn’t have? To my world, my daughter: From the moment our eyes met, I’ve been in awe of you. In awe of your courage. In awe of your tenacity. In awe of your strength. The hand we were dealt, it’s not an easy one. Our words we speak don’t have the luxury of flowing freely. But this does not mean that our words are less important, less impactful. You may walk a road that I have traversed before, but you won’t walk alone. Every word you say is worth its weight in gold. I can’t promise you the world will be gentle. Though I believe people to be kind, people will fall short. What I can promise you is this: in this house, your words are important. In this house, we will wait for you. In this house, every word you speak will have our attention. In this house, you will always feel heard. In this house, we will hold space for you. This will always be your refuge. When the world won’t listen, we will. When the world isn’t kind, we will be. Always and forever, we will hang on your every word.

Alex Gordon I grew up in a small town where my class size barely reached the low twenties. Life was simple, but it was also a place where everyone knew your name—and your insecurities. From a young age, sports were my constant companion. I played year-round, finding rhythm, challenge, and joy in competition. Golf quickly became my favorite. On the golf course, it felt like I had control, a place where my mind and body could speak fluently— even if my words didn’t always follow. It was my grandpa who introduced me to the game. He was my #1 supporter, not just on the golf course, but also in life. He never missed a game; he was always ready for a conversation and taught me not just how to play golf, but how to approach life with patience and perseverance. Because of my stutter, I spent much of my childhood hiding behind humor. I tried to be the funny guy, the one who could make people laugh so they wouldn’t notice the pauses in my speech. Self-doubt was a constant companion. In college, this fear followed me into the classroom. I was the quiet kid in the back, silently praying I wouldn’t be called on to answer a question. Even when I knew the answer, the thought of speaking in front of the class was terrifying. Having a stutter can make parts of my career look different from the outside, because sometimes people mistake my quiet moments or pauses as uncertainty, even when I know exactly what I want to say. What they don’t always see is that I do have the answer—I just need a second to get it out. And while I may come off as reserved at first, I genuinely enjoy talking with people and connecting once I’m comfortable. My stutter doesn’t reflect my ability; it just means I communicate at my own pace. The people who take the time to actually talk with me quickly realize how much I bring to the table. Over time, I’ve realized that being quiet and having a stutter has given me a strength: I am a great listener. People trust me with their thoughts and feelings because they know I create a safe space where they can be honest without judgment. My stutter has given me empathy, patience, and the ability to connect in ways that don’t always require speaking first. Self-confidence remains a daily challenge. Introducing myself in social settings, ordering at a drive-thru or restaurant, and making a phone call often fill me with anxiety. Sometimes, it even affects moments with my daughters. I remember a night when my eldest daughter asked me for a specific book, and I told her, “Not tonight,” because I didn’t want to fumble through the words. She was visibly sad and I felt like a bad dad. This moment hit me hard, reminding me of how deeply my stutter touches even the simplest moments in life. And yet, despite these fears, life has also given me sources of strength I never expected. Being a husband and father has changed me. Feeling the daily unconditional love from my spouse reminds me that I am enough. Seeing my children look up to me, not caring about my flaws, has given me courage I didn’t know I had. My family’s support fuels me through life’s biggest challenges. Even with a stutter, I have built a successful career defined by competence, consistency, and the kind of presence people trust. My leader sees the substance behind my voice—the follow-through, reliability, and way I show up—and that trust is something I have earned through performance, not perfect speech. My story is proof that communication is about credibility, not fluency, and that stuttering doesn’t limit leadership, respect, or impact. The saying “The loudest boos come from the cheapest seats” is a phrase I repeat to myself often. The people who know the least about you often have the most to say. When someone only sees you from the outside—noticing the stutter but not the person—their judgment is shallow, like noise from the cheap seats. But the people who take the time to actually know you, to understand your character, your humor, your drive, and your values, quickly realize that the stutter is just one small detail, not your entire identity. Surface-level opinions don’t define me and the voices that matter are the ones close enough to see me clearly. My life has been a series of pauses, starts, and stops—both in speech and in confidence. But I’ve learned that vulnerability doesn’t make you weak. And in embracing that, I’ve begun to find my voice—not just in words, but in presence, action, listening, and love.

On the playing field or rink, the focus is hardly on speech. Instead, everyone focuses on teamwork and effort. A player can communicate with a pass, a run, a tackle, a goal, or the way they support and represent their team. But for athletes who stutter, the pressure doesn’t end when the game is over. There are cameras, lights, interviewers, locker room conversations, team talks, and lots of public attention. And for some people who stutter, those moments can feel harder than the game itself. But when athletes speak openly (and acceptingly) about stuttering, young people who stutter start to believe that it doesn’t disqualify them from being confident, competitive, or successful. Here are a few soccer players whose stories have helped bring more visibility to stuttering in sports. Ken Sema Swedish soccer player Ken Sema has been stuttering since he was six years old and became widely known beyond the soccer world after a post-game interview in 2023 went viral. Sema, who played for Watford FC at the time, had just delivered a standout performance on the field. Then came the interview. For many viewers, what stood out was not only what he did during the match but also the way he spoke honestly and took his time while doing so. Luke Ayling English soccer player Luke Ayling has also spoken publicly about stuttering and the pressure that comes with interviews. "When I first came to Leeds, I wasn’t comfortable at all doing interviews,” Ayling said during an interview with the BBC. “And I’ve kind of got to a point now where I just don’t care. If I do an interview and I have a stutter, I see a lot of things online when people say that I say ‘then’ and ‘like’ a lot … I just got to a point where I just thought, you know what, I’m doing an interview with somebody who wants to speak to me and who actually wants to hear what I’ve got to say, so why am I scared to do it?" Ayling’s openness helps challenge the idea that professional athletes are always fearless in front of a microphone. Even people who perform under pressure for a living can feel vulnerable when speaking publicly. João Gomes Brazilian central midfielder João Gomes, who plays for Wolverhampton Wanderers in the Premier League, has spoken about his experiences with stuttering and the importance of patience in communication. “I missed out on a lot of things in my life due to fear,” said Gomes in an interview with The Athletic. “Fear of what others would think of me, what they would say. That fear limits you more and more. You close yourself up in a bubble. Today, I am much more accepting of who I am and how I speak, because it’s not a big deal. Every person has their characteristics and their way of living. Today, I see it as a natural thing.” For kids, teens, and adults who stutter, being interrupted, rushed, or spoken over can make communication feel even harder. Supportive listeners can make a real difference by giving the person time, maintaining natural eye contact, and not finishing their sentences for them. Why these stories matter Respectful and healthy representation of stuttering matters because children who stutter (and even many adults who stutter) are always looking for proof that they can stutter and still be successful. These soccer players who stutter help provide that proof. They show that stuttering and confidence can exist together, as well as that fluency should never be the measure of a person’s value, intelligence, talent, or potential. What young athletes who stutter need to hear If you are a young athlete who stutters, the National Stuttering Association (NSA) wholeheartedly supports you on your journey. We’re here to tell you that you don’t have to choose between your voice and your dreams. You can play. You can compete. You can lead. You can speak when you are ready. You can take your time. You can stutter and still be heard. And if you’re a parent, coach, teammate, or fan, one of the most powerful things you can do is just listen to someone who stutters with patience and respect, as you would anyone. Don’t rush them. Don’t finish their sentences. Don’t make stuttering their whole story; see the whole person for who they are. Everyone deserves to be known for more than one part of who they are. At the NSA, we believe people who stutter should never feel alone. Community can make a difference, whether on the soccer field, in the classroom, at work, or in everyday life. If you or someone you love stutters, the NSA is here to provide support, connection, education, and a community that understands. Find support, resources, and community today at WeStutter.org.

Understanding Speech Therapy for School-Age Children Who Stutter Therapy for school-age children and teens who stutter is different from therapy for preschoolers. For younger children, goals often focus on preventing negative reactions and supporting parents through early concerns. While these remain important, therapy for older children expands to include emotional growth, self-advocacy, and communication comfort. As children grow, therapy must evolve with them. A broad-based approach is essential—one that goes beyond fluency to address feelings, confidence, and the child’s experience in school and social settings. Individualized, Supportive, and Holistic Therapy Every child who stutters has unique needs. Caregivers should be cautious of any clinician who promises a “one-size-fits-all” treatment. Effective speech therapy is always individualized, built around the student’s specific goals and challenges. The aim of therapy for school-age children and teens is to help them communicate freely and confidently without fear of stuttering holding them back. This does not mean fluency is the goal—most people who stutter will continue to stutter throughout life—but that stuttering should never limit participation, self-expression, or success. How Therapy Helps Children Communicate Comfortably Speech-language pathologists (SLPs) work collaboratively with children and families to identify strategies that make communication easier and more enjoyable. Therapy may include: Techniques for speaking with greater ease, such as easy onsets or paced speech. Learning to stutter with less physical tension by easing through moments of disfluency. Exercises to reduce avoidance and increase comfort during conversations. Emotional support to build self-acceptance and reduce fear of judgment. Since stuttering often involves physical tension, fear, or shame, therapy should address both the speech behaviors and the emotional experience of stuttering. Fostering Acceptance and Identity Acceptance is a key part of successful therapy. Children who learn to view stuttering as a natural part of themselves are less likely to avoid speaking situations and more likely to participate fully at school and in daily life. When peers, teachers, and families also accept stuttering as a normal form of communication difference, children gain confidence and resilience. Therapy that emphasizes acceptance not only reduces struggle but also empowers children to use their voices authentically. Creating Supportive School Environments A major part of therapy involves helping teachers, classmates, and caregivers understand stuttering. Children who stutter may be misunderstood or even bullied, so education and awareness are essential. Supportive classrooms can be built when educators: Allow extra time for responses during discussions and presentations. Focus on the content of communication, not fluency. Reassure students that everyone communicates differently. Model patience and encourage classmates to listen respectfully. An inclusive classroom helps children who stutter feel seen, valued, and safe to participate. The Role of Caregivers and Collaboration Caregivers play an important role in extending therapy beyond the school setting. They can help by reinforcing positive communication strategies, maintaining open dialogue with the school SLP, and ensuring consistent support between school and home. Regular communication among the child, parents, teachers, and SLP ensures everyone is working toward the same goal—building confident, capable communicators. A Team Effort for Lifelong Confidence Effective stuttering therapy for school-age children is a team effort. It combines individualized speech strategies, emotional support, and advocacy to help each child reach their full potential. By promoting understanding in both the classroom and at home, caregivers and educators can make sure that stuttering never stands in the way of a child’s voice. Explore practical therapy approaches and learn what may work best for your needs in Stuttering Treatment Options. Find caregiver-focused guidance and tips for choosing support in Selecting the Right Therapist for Your Child. Last Updated: October 2025 Author: National Stuttering Association Marketing & Education Team with contributions from Nicole Kulmaczewski, MS, CCC-SLP, Jacqueline Toscano, SLP.D. CCC-SLP, Caitlin Franchini, MS, CCC-SLP and Megan M. Young, ABD, CCC-SLP

Last updated: June 2026 Authors: National Stuttering Association Marketing & Education Team with contributions from Nicole Kulmaczewski, MS, CCC-SLP, Jacqueline Toscano, SLP.D. CCC-SLP, Lynne Remson, CCC-SLP, Karen Kumar, CCC-SLP, Dr. Scott Yaruss, CCC-SLP, and Joan Duffield (Special Education Teacher and Parent) What Is an IEP? An Individualized Education Program (IEP) is a legally binding plan under the Individuals with Disabilities Education Act (IDEA) that outlines the specialized instruction, supports, and services a student with a disability needs to access a Free Appropriate Public Education (FAPE). Can Stuttering Be Part of an IEP? Yes, absolutely. For a child who stutters, an IEP ensures their communication needs are recognized and that they have equal opportunities to participate fully in the classroom and school environments. Eligibility is based not only on stuttering severity, but on how it impacts educational access and social-emotional well-being. Curious whether an IEP or a 504 Plan is the better fit? See our IEP vs 504 Plans guide for a direct side-by-side comparison. The Evaluation Process Preschool: Early Identification and Evaluation Referral – Parents or preschool teachers refer the child for assessment if stuttering appears to impact daily communication. Parents typically contact the school district's services coordinator to request screening. Multidisciplinary screening – A team (preschool teachers and speech-language pathologists [SLPs]) screens cognitive, motor, social/emotional, self-help/adaptive, communication, vision, and hearing. Based on results and parent concerns, the team may recommend a full evaluation. Consent and rights – Parents are advised of their due-process rights, including the requirement of signed consent before evaluation. In some districts, evaluations occur with parents present. Comprehensive assessment – The SLP gathers a case history and assesses voice quality, receptive/expressive language, social-pragmatic communication, speech sound production, and fluency. Speech samples are collected across conversation, storytelling, and play (a recorded sample may be used if the child is shy). Determination – The SLP determines whether disfluencies are typical for development or indicate Childhood Onset Fluency Disorder (stuttering), and the team decides if the child qualifies as Speech-Language Impaired. IEP development – If eligible, the SLP and parents develop the IEP. Districts must hold the IEP meeting and begin services within 60 calendar days of parental consent. School-Age IEP Process Concern raised – A parent, teacher, or staff member raises concerns about speech or academic participation, followed by a written referral. Consent to evaluate – The school seeks parental consent, then a multidisciplinary team (including an SLP) conducts evaluations using observations, standardized assessments, interviews, and classroom samples. Impact areas examined – Classroom participation, oral presentations, social interactions, and testing performance. Eligibility decision – Based on stuttering's impact on educational access and social-emotional well-being, not severity alone. IEP creation – If the student qualifies under Speech or Language Impairment, the IEP includes measurable goals, accommodations, services, and progress tracking. Written parental consent is required before implementation. Ongoing review – IEPs are reviewed annually, with reevaluation every three years. What Accommodations May Help An IEP for a student who stutters should focus on access, participation, and self-advocacy. Flexible response options Extra time for oral presentations or discussions Option to respond in writing, by video, or in smaller groups Reduced communication pressure Teachers avoid interrupting or finishing sentences No forced participation in timed or random reading Students may volunteer rather than being called on unexpectedly Supportive classroom environment Teachers model patience and provide wait time Peers are educated about stuttering to reduce teasing Preferential seating near supportive classmates or teachers Testing accommodations Extended time for oral test sections Alternative formats when appropriate Assistive technology Recording devices or communication-support apps, if the student prefers Examples of Stutter-Affirming IEP Goals Self-Advocacy: Identify two strategies for explaining stuttering to peers/teachers and practice them in role-play with 80% accuracy. Communication Confidence: Increase class discussion participation by initiating at least two contributions per week, self-rating comfort afterward. Education and Awareness: Explain what stuttering is and share two helpful communication strategies in structured practice. Strategy Use: Choose and use preferred strategies (e.g., voluntary stuttering, easy onset) during structured tasks with 70% independence. Emotional Support: Use self-rating scales to reflect on comfort and tension when speaking, sharing results weekly with the SLP. Related and Collaborative Services Speech Therapy: Builds understanding of stuttering, self-acceptance, and communication strategies; goals are co-created with the student. Counseling and Collaboration: SLPs, teachers, and counselors coordinate to address anxiety, bullying, or self-esteem concerns. Navigating Transitions Between School Levels General: Parents should connect with the school SLP early and advocate for collaboration. Annual reviews typically occur at year-end to assess progress and plan ahead, ideally with both current and future teachers/SLPs discussing summer experiences, updated goals, and support strategies. Middle school: Informal meetings that include the child when appropriate work well. High school: Requires increased student autonomy. Teens should help set goals and decide whether to continue school-based therapy, seek private services, or take a break. Parents can request introduction meetings with new SLPs. How Often Is an IEP Reviewed? Under IDEA, every IEP must be reviewed at least once every 12 months and reevaluated every three years. Reviews can be requested anytime needs change. Schools track progress toward goals to determine if supports remain effective or need adjustment, and parents receive progress reports at least as often as report cards. What If My Child Resists Therapy? If a child or teen dislikes traditional pull-out sessions, ask the IEP team about a "Monitor" model instead of discontinuing services entirely. This includes regular SLP check-ins with the student, teachers, and parents, keeping the IEP active and Specially Designed Instruction available without weekly sessions. Reinstating direct services later is quick — full discontinuation would require restarting the entire evaluation process, which can take months. What Should Parents Ask for Next? Build a collaborative relationship with your school's SLP and teachers Learn about stuttering to advocate effectively Encourage your child to talk about their experiences, fears, and successes Keep communication open during school transitions Advocate for your child's voice and preferences in therapy decisions Not sure if an IEP is the right fit? Compare it with a 504 Plan to see which support structure matches your child's needs