The first step is to name the disorder, document it, and share the information with the school. Request a 504 plan for your child, and the 504 plan should read that the child's reading level is evaluated independently for fluency, oral reading fluency, comprehension, and decoding, and that each skills is to be taught at his readiness level.
In practice, it's a nightmare. It does get better as the emphasis tends to move away from oral fluency.
I'll second everything geofizz suggested. Our ds doesn't stutter, but has an expressive language disorder that impacts both written expression and his ability to organize speech when speaking verbally on certain types of subjects. It was *tough* to have his abilities recognized in early elementary - but what did work was to focus on the challenges first - accommodate and remediate as needed, and once accommodations etc are in place, then you'll see that your ds will have an opportunity for his strengths to become apparent and he'll be able to access challenging academics that are at the level appropriate for his abilities. Try not to worry if you can't get to the gifted side of things quite yet - get the accommodations in place first, then you'll be able to advocate for gifted services etc.
Best wishes,
polarbear
