Accommodations for students who stutter: 24 examples written for the IEP

By the IEP Atlas editorial teamLast updated November 1, 2026

Short answer

Stuttering accommodations change how a student shows what they know through speech, without lowering what they must learn. Write each one with what, when, how much and who provides it. Example: during class discussions, the teacher will wait at least 5 seconds for Sam to finish speaking without finishing his words. Agree on each one with the student.

Good stuttering accommodations do two things. They stop the student from losing points or chances because of how they talk, and they keep the student talking. A poor accommodation does the first and not the second: a student who is never called on and always excused from reading aloud has no penalty and no practice. The 24 accommodations below are written the way they should read in the IEP, each with a check on whether it is an accommodation or a modification and how it affects grading and testing.

Stuttering accommodations work alongside fluency goals, not instead of them. See fluency goals examples for goals on strategy use, participation and self-advocacy, and the articulation goals examples pillar for the rest of this cluster.

How to write a stuttering accommodation

The IEP must list the supplementary aids, services and supports the student needs, along with program modifications.^[1] A student who stutters but does not need specially designed instruction may get the same supports through a Section 504 plan.^[2] Either way, write each item so a substitute teacher could follow it:

What: the specific change ("wait at least 5 seconds").
When: the situation ("during class discussions and when called on").
How much: the amount or frequency ("for each oral presentation").
Who provides it: the teacher, the SLP, the case manager.

Plan them with the student. ASHA's fluency guidance treats the student's attitudes and participation as part of the picture, and students who stutter differ a lot in what helps.^[3] A support one student values, another finds embarrassing.

An accommodation changes how the student learns or shows learning; a modification changes what they are expected to learn. Most stuttering supports are accommodations. Replacing an oral skill that is itself being graded is a modification. The accommodations vs modifications guide explains the test.

Speaking in class

#	Accommodation as written in the IEP	Type	Effect on grading and testing
1	During class discussions and when Sam is called on, the teacher will wait at least 5 seconds for him to finish without finishing his words or saying "slow down."	Accommodation	None
2	In each class, the teacher and Sam will agree on a private signal Sam can use to show he wants to answer, and the teacher will call on him when he signals.	Accommodation	None
3	When Sam is called on without volunteering, the teacher will give a 10-second warning ("Sam, you're next after Lia") at least in core classes.	Accommodation	None
4	Sam may write a short answer on a whiteboard or sticky note when called on, up to 2 times per class, and the teacher will accept it as participation.	Accommodation	Participation grade unchanged
5	The teacher will grade class participation on the content of Sam's contributions, not on fluency or speed.	Accommodation	Participation scored on content
6	The SLP will meet with each core teacher in the first 2 weeks of each semester to share what helps Sam and what does not.	Support for school personnel	None

Reading aloud

#	Accommodation as written in the IEP	Type	Effect on grading and testing
7	For round-robin or turn-based reading, Sam may choose his passage in advance and preview it for 2 minutes before reading.	Accommodation	None
8	Sam may choose to read aloud in unison with a partner during class reading turns.	Accommodation	None
9	Sam may pass on a reading turn up to once per week; the teacher and Sam will review use of passes with the SLP each month.	Accommodation	None
10	Oral reading fluency probes will be scored for accuracy and comprehension; words per minute will be reported with a note that stuttering affects rate.	Accommodation	Rate interpreted with caution; accuracy unchanged

Item 10 matters for students on reading progress monitoring. A student who stutters may read accurately and understand well but score low on words correct per minute because of blocks. Note it on the probe record so the reading team does not misread the score.

Oral presentations

#	Accommodation as written in the IEP	Type	Effect on grading and testing
11	For each oral presentation, Sam may present to the teacher and a small group of 3 to 5 peers instead of the whole class, at his choice.	Accommodation	None if the rubric is unchanged
12	Sam may present first or at a time he chooses, agreed with the teacher at least 2 days ahead.	Accommodation	None
13	Presentation rubrics will not include points for fluency, speed or "smooth delivery"; Sam will be graded on content, organization and eye contact.	Accommodation	Fluency criterion removed
14	Sam may practice each graded presentation with the SLP at least once before the due date.	Accommodation	None
15	When the presentation's purpose is content knowledge, Sam may submit a recorded presentation. When public speaking itself is the graded standard, replacing it with a written report is a modification.	Accommodation or modification	Recorded: none; written instead of oral: modification

Item 15 shows why the check matters. A recorded talk still shows speaking. A written report in a speech class removes the skill being taught.

Testing and oral assessments

#	Accommodation as written in the IEP	Type	Effect on grading and testing
16	On oral tests and oral language assessments, Sam will receive extended time of up to 1.5 times the standard time for spoken responses.	Accommodation	Allowed on most tests; check state test rules
17	On timed oral assessments, the timer will be paused during moments of stuttering, or Sam's score will be based on accuracy alone.	Accommodation	Rate scores interpreted with caution
18	For world language oral exams, Sam will be graded on pronunciation, vocabulary and grammar, not fluency or speed.	Accommodation	Fluency criterion removed
19	For oral exams, Sam may take the test in a small-group or separate setting with the teacher.	Accommodation	None

State test rules differ, so check the state accommodations manual before adding any testing support. The testing accommodations guide covers how they carry over to state tests.

Peers, listeners and self-advocacy

#	Accommodation as written in the IEP	Type	Effect on grading and testing
20	With Sam's agreement, the SLP and Sam will give a short presentation about stuttering to his class or teachers once per year.	Support	None
21	Staff will respond to any teasing about Sam's speech under the school's bullying policy and tell the case manager the same day.	Support	None
22	Sam may use a prepared card or phrase ("I stutter, please give me a moment") with new adults, substitutes and in group work.	Accommodation	None

Phone, community and transition

#	Accommodation as written in the IEP	Type	Effect on grading and testing
23	For school phone calls, intercom messages and community-based tasks, Sam may choose to use text, email or a written note as an alternative, with the SLP practicing phone use as part of his goals.	Accommodation	None
24	In transition activities and mock interviews, Sam will be offered extra time and the option to disclose stuttering at the start, practiced with the SLP beforehand.	Accommodation	None

Accommodations that backfire

Never calling on the student. Removes the penalty and the practice. Use a private signal or a warning instead.
Finishing words or saying "slow down," "relax" or "take a breath." Well meant, but it tells the student their speech is the problem. Wait instead.
A blanket exemption from reading aloud or presenting. Offer choices (unison reading, small group, recording), and review use with the student.
Grading fluency. Any rubric line for "smooth" or "fluent" delivery penalizes the disability.

Making accommodations work

Write a one-page summary for teachers with the 4 or 5 supports that matter most; the IEP at a glance template shows a format. Check in with the student each quarter about which supports they use and which they want to drop. Track use for a few weeks with an accommodation tracking sheet if implementation is uneven.

For the therapy side, see fluency shaping vs stuttering modification and how to measure stuttering. All fluency templates, including self-advocacy goals, are on the speech fluency goals page. Paste any related goal into the goal checker.

Frequently asked questions

Can a student who stutters have a 504 plan instead of an IEP?

Yes. A student who stutters but does not need specially designed instruction may receive accommodations through a Section 504 plan. A student who needs speech therapy as special education gets an IEP, which lists accommodations alongside goals and services.

Should a student who stutters be excused from oral presentations?

Usually not as a blanket rule. Offer choices such as a small audience, presenting first, a recording, or a rubric without fluency points. Replacing an oral presentation with writing when speaking is the graded skill is a modification, not an accommodation.

Is extended time an accommodation for stuttering?

Yes, for oral responses. Extra time for spoken answers, or a paused timer during moments of stuttering, keeps the score about knowledge rather than speech rate. Check state rules before using it on state tests.

Use it in IEP Atlas

Sources

34 CFR §300.320: Definition of individualized education program, Legal Information Institute, Cornell Law School
34 CFR Part 104: Nondiscrimination on the Basis of Handicap in Programs or Activities Receiving Federal Financial Assistance, eCFR (National Archives)
Stuttering, Cluttering, and Fluency, ASHA

Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.