Abstract
Learners who stutter have limited assistance in South African schools regarding verbal assessments. This influences the learner’s marks negatively. The aim of the study was to explore and describe the oral assessment accommodations that can be implemented to assist learners who are diagnosed with stuttering and make recommendations to support learners that stutter. During the quest to discover what accommodations would be best for learners who stutter during oral assessments, a principal, teacher and school-based support team member, all working at a remedial school, were asked to give their informed recommendations. The school was a specific sampling site and the participants all had more than five years’ experience in their positions at this school. Students in the school are between the ages of 6 and 16. A generic qualitative approach was used as the research design to the study. Semi-structured interviews were conducted. Thematic analysis of the semi-structured interviews revealed that support teams should adopt accommodations and intervention strategies according to each learner’s specific needs. The programme should also be frequently revised.
M.Ed. (Educational Psychology)