Part 3: 504 Plans and Classroom Accommodations
While some children who stutter may benefit from weekly speech therapy sessions through an IEP, not every child will need this type of support. If your child doesn’t have an IEP, there are still meaningful ways to ensure they receive appropriate classroom accommodations and are protected from discrimination.
504 Plans
The Rehabilitation Act of 1974 included a law (called Section 504) to protect people from discrimination based on disability, including students in public schools. The 504 Plan is a formal document that explains how the school and its staff will accommodate the student’s needs to be sure that the child does not have any unfair disadvantages because of their stutter. These accommodations are already included if a student has an IEP. Unlike Individualized Education Plans (IEPs), 504 plans do not typically provide speech therapy. Common accommodations include:
- Additional wait time for the student to speak
- Alternative ways to participate/present and a meeting/s with teachers to build confidence and fade these accommodations over time
- Fair and appropriate grading for presentations to ensure the student isn’t penalized for stuttering
- Alternative reading assessments to accurately determine reading level and not penalize for stuttering
- Monitoring for teasing/bullying
The key is giving students choices and making sure they aren’t penalized for stuttering while still meeting learning standards. Some may rarely use these accommodations, but knowing they exist builds confidence.
Requesting a 504 Plan
To request a 504 Plan, parents should submit a written request (with optional documentation from a doctor or speech therapist). Schools are required by law to accommodate eligible students, and children who stutter qualify because stuttering substantially limits one or more of their major life activities, including speaking and communicating, under Section 504.
Even if families face challenges or pushback, the most important step is helping children build confidence and resilience—so support comes not only from school, but also from within.
Next Up:
- Building Resilience: Strategies that encourage confidence, self-advocacy, and a positive outlook in young people who stutter.
- Building a Community of Support: Guidance on building a community of support by educating others about stuttering and fostering understanding and acceptance.
- Individualized Education Plans (IEPs): Tips for navigating the Individualized Education Plan (IEP) so families can advocate with clarity and confidence.
Example of stuttering accommodations for a 504 Plan or IEP:
|
Area of Need |
Accommodation |
Person to implement: |
|---|---|---|
|
Assessment |
Jamaal will be allowed extra time for all oral presentations and assessments. |
Teachers, school staff |
|
Class participation |
Jamaal will only be called on to speak aloud when he is raising his hand, and allowed to pass his turn during oral reading or other round-robin speaking activities. |
Teachers |
|
Class participation |
Jamaal will be given opportunities to ask questions to the teacher in private. |
Teachers |
|
Class participation |
Teachers will not interrupt Jamaal when he is stuttering, and they will not allow other students to interrupt him. |
Teachers |
Reach out to us with any questions or concerns about stuttering and how to support children who stutter in any setting.
Email: INFO@SAY.ORG
Phone: 212-414-9696