“I’m not nervous. It’s just how I talk”: Stammering in University and the creation of an inclusive learning environment

Abstract

It is estimated that over 23,000 students in UK Higher Education have a stammer. Yet, Universities are consistently failing to support students with communication impairments. Recent research has revealed how students who stammer are discriminated against and disadvantaged by the University environment. This article aims to critically evaluate the experiences of students who stammer in Higher Education. It does this by considering three themes. Firstly, the article commences with an overview of the extant literature concerned with stammering in the University environment, and outlines the specific barriers that impede the participation of students who stammer. Secondly, the article critically discusses the literature on compassionate focused pedagogy and highlights the intrinsic problems of this innovation to the experiences of students who stammer. Building on these discussions, the article then considers the current rationale and grading criteria of assessed oral presentations on the undergraduate History programme at the University of Hertfordshire. It argues that embedding the needs of students who stammer at the point of curriculum design may actually enhance the learning experiences and outcomes of all students.