1. Meet with the child's parents before school begins to learn about their concerns and expectations.

2. Encourage positive communication skills in the classroom: do not interrupt someone when they are talking, talk for, or finish thoughts and statements for anyone else.

3. Avoid, as much as possible, treating the child with dysfluencies differently from others in the classroom. It is important that the child does not feel any differently than the other children by receiving "special treatment." The child who stutters should be held to the same academic and
social standards as the other children in the classroom.

4. Commend the child when he or she participates in classroom discussions. Praise what they say, not how they say it.

5. If the child is teased by classmates, make sure to talk to the child first before confronting the teasers. Listen to what the child has to say, how he or she is feeling. If the child agrees that you speak to the teasers, pull them aside, away from the child, and tell them why their behavior is inappropriate.

6. If appropriate, it may benefit the child if you talk to the class about stuttering. It is important to get permission from the child. You may even help the child present a science project on stammering or how a DAF device helps PWS. (Read on for explanation of DAF under question no. 12)

7. Do not call on students in a specific order. People who stutter build up tension and anxiety when they know their turn is coming because they anticipate that they will stutter. It is best to call on the child early on in the process.

8. For oral presentations, encourage the child to practice the oral presentation requirements at home. It may even be helpful for the child to practice in the classroom to relieve some anxiety. Be sure to ask the child about how they feel about doing an oral presentation and what could be done to make it a little less frightening.

9. Most children who stutter are fluent when reading in unison with someone else. Rather than not calling on the child who stutters, let him have his turn with one of the other children. Let the whole class read in pairs sometimes so that the child who stutters doesn't feel “special.” Gradually he may become more confident and be able to manage reading out loud on his own.