Perceptions of university instructors toward students who stutter: A quantitative and qualitative approach

Attitudes, knowledge, and beliefs of Arab speech-language pathologists about stuttering

“…Many groups have been reported to believe that PWS are variously quiet, reticent, guarded, avoiding, introverted, passive, self-derogatory, anxious, tense, nervous, and/or afraid (Crowe and Cooper, 1977;Fowlie and Cooper, 1978;Kalinowski et al, 1993;Woods and Williams, 1976). These stereotypes and outdated beliefs have been reported among the general public , teachers and college professors (Daniels et al, 2011;Dorsey and Guenther, 2000;Yeakle and Cooper, 1986), college students (Betz et al, 2008;Dorsey and Guenther, 2000), as well as health professionals such as nurses and pediatricians (Silverman and Bongey, 1997;Yairi and Carrico, 1992). As early as the 1970s, speech-language pathologists (SLPs) (Cooper and Cooper, 1996;Horsley and FitzGibbon, 1987;Hulit and Wirtz, 1994;Lass et al, 1989;Ragsdale and Ashby, 1982;Yairi and Williams, 1970) and SLP students (Horsley and FitzGibbon, 1987;St.…”

“I Didn’t Even Think Of This”: Examining The Influence Of Student Disability Accommodation Training On Basic Course Instructor Attitudes And Self-Efficacy

“…Most of the participants explained feeling nervous, apprehensive, and anxious about having a student with a speaking disorder in the classroom, and the majority cited a lack of preparedness or institutional support. Daniels et al (2011) found that professors listed similar obstacles. While all the participants in their study noted that a supportive classroom environment with as supportive instructor would be important for the success of a student with a communicative disability, several said that they were unsure of how to handle accommodations and noted a lack of knowledge and experience as main stumbling blocks.…”

“…Several studies have been dedicated to the perceptions of certain groups about people who stutter, including parents of PWS (Al-Khaledi, Lincoln, McCabe, Packman, & Alshatti, 2009), primary and secondary school teachers (Abdalla & St. Louis, 2012;Brady & Woolfson, 2008;Marshall, Ralph, & Palmer, 2002;Vaz et al, 2015), college instructors (Daniels, Panico, & Sudholt, 2011) and university students (Hughes, Gabel, Irani, & Schlagheck, 2010a;Hughes, Gabel, Irani, & Schlagheck, 2010b). However, no study, to my knowledge, has focused specifically on the attitudes and attributions made by instructors of the basic communication course at the university level about students who stutter.…”

“…Even though students with disabilities are more likely to attain positive professional outcomes after graduation than their non-disabled peers ("National Council on Disability," 2003), students with disabilities often face significant challenges within the university system, including high dropout rates (Hartley, 2010), course failure (Sanford et al, 2011), and difficulties in their relationships with instructors and peers (Adriaensens, Beyers, & Struyf, 2015;Butler, 2013; Klompas & Ross, 2004). One issue facing students with disabilities is that instructors and professors are often unaware of how to accommodate these students (Daniels et al, 2011). As improved attitudes and increased self-efficacy can benefit student learning, it is therefore necessary to not only train instructors on how to accommodate students with disabilities, but to understand their perceptions of these students.…”

“…This good-will gesture is often unappreciated by PWS. Several studies (e.g., Butler, 2013;Daniels et al, 2011;Klompas & Ross, 2004) have found that PWS emphasize their desire to finish their own sentences and interact with a patient listener.…”