Tess C. answered • 07/07/20
Long Time Educator
What great questions!!! When I know of an issue a child has, I generally incorporate something similar into my class using character traits. For example, with stuttering, I would read an age appropriate story about someone who stutters or even talk about a cousin or parent or sibling with the same issue. Then we would talk about how to be courteous and respectful. One example of this I have run into is when people will not let the person who stutters finish speaking. They will answer for him/her. We would learn to practice patience. In that particular case, the children stood up for the boy who stuttered when the principal interrupted him. It was a WONDERFUL experience! The child politely told the principal that "Johnny" hadn't finished speaking, and if she would mind waiting until he does. I almost cried!
More directly to answer your question, I would allow the child who stutters to present in front of the class only if he or she wants to. However, I do that for all of the children, offering extra credit for those who will stand up and present. His role in the group should be as equal as any other member of the group. If there is an interviewing part of the research and he is not comfortable speaking to people, he could have the questions on a piece of paper and ask the people to fill it out for him.
Perhaps I am different than other educators. I don't know. I won't force anyone to do something that may make them feel frightened or anxious. I want my students to love school, not fear going. My classes are usually very open where if one child has a problem, all of the children want to help. You may think I am talking about 1st or 2nd graders. I'm not. I teach the 7th grade. *smiles*
