This question is posed:
Although this topic is vast, please allow my ideas as an educator to help identify five pieces of critical information for teachers to be aware of when working with students with speech and language disorders, such as dysfluency:
First, you might note that teachers cannot misconceive or label students as lower performing academically or less capable because of a language deficiency. Thus, avoiding stereotypes or misconceptions that intelligence is linked with clarity of speech is a critical ...
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