Diagnosing stuttering in the school environment

School speech-language pathologists work in settings that present multiple challenges to diagnosing stuttering in students. Perceiving stuttering as a communication impairment allows integration of various issues with criteria from the Individuals with Disabilities Education Act 1997 into an effective diagnostic plan. Assessment from multiple perspectives reveals motor, linguistic, social, affective, and cognitive issues related to communication and educational competencies. Common sense and pragmatic communication concerns related to children who stutter are described. Clinical questions, observations, issues, and tasks are explored as parts of the assessment process. The multidimensional assessment of student-centered issues helps the clinician determine eligibility qualifications, develop individual education plans, and meet full-inclusion educational requirements