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KMID : 1036820130180040447
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Communication Sciences & Disorders
2013 Volume.18 No. 4 p.447 ~ p.458
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Perception toward Stuttering by Teachers in Daegu Area
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Lee Kyung-Jae
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Abstract
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Objectives: A group of various people including speech-language pathologists (SLPs) shows negative stereotypes and perceptions toward stuttering and the people who stutter. In particular, teachers’ perceptions toward stuttering are important as they play a significant role for the treatment of school-aged children who stutter. The current study determined how teachers in the Daegu area perceived stuttering and the children who stuttered.
Methods: A total of 99 teachers provided adjectives to describe a child who did and did not stutter (CWS and CWNS). Additionally, the teachers completed a revised Clinicians Attitudes Toward Stuttering (CATS) Inventory and Likert-type scales for their perceived knowledge and confidence on stuttering and its management.
Results: Teachers provided smaller numbers of adjectives for CWS than CWNS. In addition, the most frequently reported adjectives for CWS were usually negative. However, there were no statistically significant differences in the number of CWS students experienced and most of the CATS inventory responses among the groups of the teachers (elementary, middle-school, and high-school teachers). Self-perceived knowledge and confidence levels for stuttering and its management were considered to be relatively low.
Conclusion: The current study revealed that the teachers in the current study held stereotypically negative perceptions toward stuttering. The teachers’ emotional responses toward stuttering and CWS particularly seemed to be an important factor in the perception of stuttering. Accordingly, the SLPs can help teachers to be more effectively involved in the treatments by providing personalized and appropriate information for stuttering and the students who stutter
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KEYWORD
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Stereotypes, Stuttering, Teachers, Perception, Children who stutter
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