Title
Secondary school teachers' beliefs, attitudes, and reactions to stuttering Secondary school teachers' beliefs, attitudes, and reactions to stuttering
Author
Faculty/Department
Faculty of Social Sciences. Instructional and Educational Sciences
Publication type
article
Publication
Subject
Human medicine
Linguistics
Source (journal)
Language speech and hearing services in schools / American Speech, Language, Hearing Association
Volume/pages
47(2016) :2 , p. 135-147
ISSN
0161-1461
ISI
000377868500004
Carrier
E
Target language
English (eng)
Full text (Publishers DOI)
Affiliation
University of Antwerp
Abstract
Purpose: The study identifies teachers' beliefs about and attitudes toward stuttering and explores to what extent these beliefs and attitudes prompt specific teachers' reactions to the stuttering of a student. Method: Participants were teachers in secondary education in Flanders (Belgium), currently teaching an adolescent who stutters. They were the student's class teacher or instructed a course in which communication is important. Ten semistructured interviews were conducted and analyzed thematically. Results: Teachers believed that (a) when peers do not react to the stuttering, the lesson is not disrupted by it, and the student who stutters participates in the lesson, stuttering is not necessarily a problem; (b) when attention is paid to it, stuttering can become a problem; (c) they try to react as little as possible to the stuttering; and (d) they seldom talk about the stuttering. Conclusion: Although teachers reported that they feel confident in how to deal with stuttering, and although it is possible that students who stutter do not feel the need to talk about their stuttering, teachers could consult their students on this matter. This way, they would acknowledge the stuttering and likely encourage the students to approach them when they feel the need.
E-info
https://repository.uantwerpen.be/docman/iruaauth/905834/134610.pdf
Full text (open access)
https://repository.uantwerpen.be/docman/irua/a049ad/134610.pdf
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