The change in the attention received by schoolchildren with stuttering constitutes a problem of increasingly pressing interest when it promotes the transformation in the role of the speech therapist and in the relationships established with other professionals. Collaborative work becomes a solution when the educational inclusion of said schoolchildren is also a priority. The objective of this article is to offer a set of recommendations that enable speech therapy care for schoolchildren with stuttering through collaborative work. The research is carried out in three primary schools in the Santa Clara municipality, Villa Clara, Cuba. A qualitative approach is used, with collaborative action research as a methodological strategy. The use of theoretical level methods made it possible to determine the theoretical-methodological foundations, their analysis and logical ordering. The application of empirical level methods led to the determination of particularities of the object of study and their expression in the regularities that characterize it. As a result, a set of recommendations for caring for schoolchildren with stuttering through collaborative work is prepared. These recommendations are part of the generalization tasks proposed in the territorial project “Educational inclusion in the socio-educational network.” The holistic vision of the problem addressed by the proposed research makes it possible for schoolchildren with stuttering to receive speech therapy attention focused on their full development and that guarantees their social inclusion.
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