Comparing perceptions of student teachers and regular education teachers toward students who stutter: a mixed-method approach

Panico, James; Daniels, Derek E.; Hughes, Stephanie; Smith, Randall E.; Zelenak, Jennie

doi:10.1080/2050571x.2017.1391425

Cited by 14 publications

(2 citation statements)

References 36 publications

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“…In our study, 60% of our respondents indicated that they hardly understood when speaking with someone who stutters and knew little about stuttering. Other studies have also found limited general knowledge of stuttering by many people (De Britto Pereira et al, 2008 ; Iimura et al, 2018 ; Iimura & Miyamoto, 2021 ; Panico et al, 2018 ).…”

Section: Resultsmentioning

confidence: 95%

Communicative practices and perceptions towards stuttering people in South Africa

Sibanda,

Mothapo

2024

South African Journal of Communication Disorders

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Background A few studies have explored the life experiences of people who stutter. Research has shown that stuttering affects a significant number of people in the population. Objectives The study was designed to explore the experiences of people who stutter and the perception of stuttering in South Africa. Method Four people who identified as South Africans who stutter participated in this study. The primary investigator conducted semi-structured interviews with each of the participants. In addition, a questionnaire was administered to 20 acquaintances of all the participants. Transcriptions of interviews and results of questionnaires were analysed for major and minor themes. Results Results of this study suggest different perceptions by those who stutter and those acquainted with them. The findings of the study show that people who stutter experience communication barriers, so they adopt certain strategies to manage and cope with their speech disorder. The findings showed that stuttering has a pervasive impact on the lives of people who stutter and how they view themselves, considering negative societal views. Conclusion Evaluation of the results from the study reveals that although stuttering is a common speech disorder, many people who are less informed about it harbour various stereotypes and myths that stigmatise stuttering. This study concludes by outlining recommendations for creating awareness of stuttering. It suggests vigorous campaigns aiming at promoting a multilevel approach that extends beyond the mere social and professional understanding of stuttering but addresses the inherent perceptions, myths, and stereotypes around stuttering. Contribution Experiences of people who stutter and perceptions towards stuttering can help to better understand the speech disorder and overcome myths and stereotyping of stuttering.

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Section: Resultsmentioning

confidence: 95%

Communicative practices and perceptions towards stuttering people in South Africa

Sibanda,

Mothapo

2024

South African Journal of Communication Disorders

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“…Crichton-Smith (2002) found that students are traumatized when teachers view their stuttering as an individual problem and a barrier to whole class learning. Since student teachers and certified teachers often lack appropriate knowledge about students who stutter (Panico et al, 2018), providing teachers more knowledge about stuttering and ways to best accommodate students who stutter in class can help create a supportive learning environment (Adriaensens & Struyf, 2016;Arnold et., 2015). Educators should provide ample time for activities such as selfintroduction, oral reading assignments, classroom presentations, answering questions, and using the phonethey should be sensitive to students' needs and make classrooms more comfortable by allowing time for all students regardless of whether or not they stutter.…”

Section: Learners With Visual Disability Statusesmentioning

confidence: 99%

Time as a Hidden Curriculum: Qualitative Study of Challenges Faced by Students with Mobility, Speech, and Visual Disabilities in P-12 Settings

Ressa

Daniels

Wells-Jensen

2021

International Journal of Educational Research Review

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Formal education is schedule driven yet time as a hidden curriculum pertaining to students with disabilities is understudied. The authors share different challenges around disability: The first author has a physical disability and is a wheelchair user and teaches disability and equity studies in education, the second author stutters and teaches speechlanguage pathology, and the third author is blind and is a white cane user and teaches linguistic and disability courses. Informed by personal and educational disability experiences, the authors examine three case scenarios related to the schooling of learners with mobility, speech, and visual disabilities in P-12 settings to understand the interaction of time and curriculum and the impact on their education. Since time as a hidden curriculum can be a barrier for students with physical, speech, and visual disabilities, then there is a need for the reconceptualization of time within the frame of curriculum development to genuinely support the schooling of students with disabilities.

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Public attitudes toward people who stutter in the workplace: A questionnaire survey of Japanese employees

Iimura

Miyamoto

2021

Journal of Communication Disorders

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Comparing perceptions of student teachers and regular education teachers toward students who stutter: a mixed-method approach

Cited by 14 publications

References 36 publications

Communicative practices and perceptions towards stuttering people in South Africa

Communicative practices and perceptions towards stuttering people in South Africa

Time as a Hidden Curriculum: Qualitative Study of Challenges Faced by Students with Mobility, Speech, and Visual Disabilities in P-12 Settings

Public attitudes toward people who stutter in the workplace: A questionnaire survey of Japanese employees

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