Attitudes of teachers towards dysfluency training and resources

Abstract

Past studies have shown that teachers have a vital role in the educational process of children who stutter (CWS) and teachers' perceptions have a significant impact on the progress of CWS. These studies suggest that there is a need for speech-language pathologists (SLPs) to supply teachers with more information about stuttering. This study aimed to gather views from teachers in the United Kingdom (UK) about their current training in stuttering and their awareness of stuttering resources to support school aged CWS. It sought to investigate teachers' interest in future stuttering training and materials, including their preference for content and method of delivery. The attitudes of 72 teachers in mainstream UK schools were measured in a postal survey using a self-completed questionnaire. Teachers viewed their experience of training in stuttering to be limited either as trainee teachers or as part of their continuing professional development. Of the respondents, 43 (60%) teachers were aware of or had used a stuttering resource. Teachers expressed a positive interest in receiving stuttering training and resources in the future and the majority favoured direct contact with SLPs to deliver this training. The findings of this survey offer new information regarding teachers' views of dysfluency training and resources.

Gagueira na escola: efeito de um programa de formação docente em gagueira

“…As for the professional responsible for the treatment, although educators believe that stuttering is emotional cause, most of them consult an audiologist if you had a child with stuttering. This result is consistent with the literature, which describes the audiologist as the most sought professional to evaluate children with stuttering (4,(7)(8)(9)(10)(11) .…”

“…According to the findings on the etiology, the results indicate that respondents educators believe that the cause of stuttering is traumatic or emotional; that people who stutter are always shy, nervous, introverted and frightened; and that factors such as stress, fear, anxiety, insecurity, shyness and shame cause stuttering. These findings were found in previous studies (4,(7)(8)(9)(10)(11)16) . This may be related to erroneous beliefs and attitudes of the past and the lack of knowledge of these individuals.…”

“…Thus, educators play an important role in the educational development of children who stutter, their attitudes can significantly affect the performance of students in the classroom, as well as their progression (4) . Therefore, the participation of the educational audiologist emerges from this context.…”

Modifying Attitudes of Arab School Teachers Toward Stuttering

“…Moreover, providing the participants in the present study (especially the in-service teachers) with an opportunity to interact with an SLP may have proved to be more fruitful than just a video presentation with no contact with an SLP. Jenkins (2010) noted that teachers in the United Kingdom preferred in-service training with direct contact with an SLP for expanding their knowledge about stuttering over websites or leaflets.…”

“…It is rather worrisome when influential figures such as teachers hold negative attitudes toward people who stutter. Not only can these beliefs and attitudes affect the educational development of students who stutter (Lass et al, 1992;Stewart & Turnbull, 2007), but they can also impact the actions of typically fluent students and their relationships with people who stutter (Jenkins, 2010;Turner & Helms, 1995). Thus, it seems essential to enhance teachers' knowledge and skills to support children who stutter at school (Gottwald & Hall, 2003;Jenkins, 2010;Klompas & Ross, 2004;Lass et al, 1992).…”