LS029: Speech fluency (stammering) - learning access protocol

Implementation steps

1. Agree a participation plan with the student including preferred contribution routes.
2. Train staff in consistent responses: wait time, no sentence finishing, and natural eye contact.
3. Provide alternative assessed-speaking routes such as recorded audio, one-to-one, smaller audience, or pre-scripted output.
4. Remove compulsory public reading aloud as default and offer opt-in routes.
5. Check learning through content quality rather than delivery speed.
6. Agree and communicate a wait-time rule (including extended pauses) across adults so responses are not rushed.
7. Plan predictable turn-taking or come-back options before talk-heavy tasks begin.

Classroom routines

• Build longer wait time after questions and allow a come-back option.
• Use structured turn-taking and reduce interruptions.
• Use written-first then speak routines to support planning.
• Allow pre-recorded answers for presentations where appropriate.
• Praise content and reasoning rather than fluency performance.
• Use a consistent "come back to you" option without penalty when a response needs more time.
• Protect uninterrupted speaking time and stop sentence finishing by peers or adults.
• Use low-pressure rehearsal or written-first preparation before oral response when helpful.

Adaptation guidance

• Avoid unexpectedly calling on students for reading aloud.
• For co-occurring anxiety, pair with graded participation ladders where needed.
• Set peer norms: no rushing, no sentence finishing, no mockery.
• Keep assessment criteria focused on knowledge and reasoning.
• Provide preparation time before high-demand spoken responses.
• Use smaller audiences, recorded routes, or one-to-one responses when performance pressure increases dysfluency.
• Maintain natural listening behaviour and eye contact without pressuring speed or fluency.
• Avoid high-speed questioning rounds where quick response is mistaken for understanding.

Staff language prompts

• Take your time. I am listening.
• Content matters more than speed.
• Would you prefer to answer now, write it, or I come back to you?
• Use the route that helps you show your best thinking.
• Take the time you need; I will wait or come back to you.
• No one needs to finish this answer for you.

Impact checks

• Increased participation over time.
• Improved quality of verbal reasoning.
• Reduced avoidance of talk-based tasks.
• More consistent demonstration of understanding in assessed speaking.
• Track whether wait-time and come-back options increase participation in talk-heavy lessons.
• Monitor reductions in avoidance linked to public speaking tasks.