This paper reconceptualizes support for students who stutter by framing inclusion not as individualized accommodation but as proactive instructional design. It adopts a qualitative practitioner research design, integrating a systematic synthesis of interdisciplinary literature (neuroscience, speech-language pathology, and pedagogy) with structured reflective inquiry grounded in classroom practice. The empirical dimension draws on purposively sampled classroom cases involving students who stutter across foundation-year English courses in a Saudi higher education context. Cases were selected to reflect variation in language proficiency and participation patterns, supporting analytic rather than statistical generalization. The study examines how fluency differences interact with cognitive load, affective variables, and evaluative classroom norms. It argues that stuttering—a neurodevelopmental fluency disorder characterized by disruptions in speech flow—is frequently misinterpreted in educational settings, leading to practices that inadvertently marginalize learners. Findings from the integrated analysis indicate that speed-based participation norms, spontaneous oral demands, and implicit fluency expectations can constrain equitable access to learning. The paper proposes a shift toward “instructional architecture,” embedding inclusive strategies such as structured wait time, multimodal participation pathways, and explicit communication norms. These approaches reduce communicative pressure, support cognitive processing, and enhance meaningful participation without compromising academic rigor. The study positions communicative equity as a core pedagogical responsibility, demonstrating that classrooms designed for fluency diversity benefit all learners.

Authors:
Azza Abdelkader, King Saud University, Saudi Arabia

About the Presenter(s)
Dr. Azza Mostafa Kamel Abdelkader is an English Language Instructor at King Saud University. Her interests include TESOL, curriculum design, and teacher development. She is currently working on enhancing ESL research methodology practices.

Connect on Linkedin
https://www.linkedin.com/in/azza-alwardany-29066628b/

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