Primary school teachers’ opinions and attitudes towards stuttering in two South African urban education districts (original) (raw)
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Zambia Interdisciplinary Journal of Education ( ZIJE) Online-ISSN 2710-0715, 2020
To establish whether there are differences in attitude of regular education teachers, special education teachers, regular student teachers, and special education student teachers toward stuttering and students who stutter (SWS) in some selected institutions of learning in the Copperbelt, Luapula, Lusaka, and Muchinga provinces of Zambia. It also sought to determine whether attitudes of teachers differed based on gender, geographic location or educational level. The survey had a random sample of 324 participants who completed the Public Opinion Survey of Human Attributes-Stuttering (POSHA-S) questionnaire. Nonparametric analyses were employed to determine any significant differences among the four groups of teachers surveyed. Significant differences in attitude toward stuttering and SWS were noted between practicing teachers and student teachers (N = 133 < 191, Mdn = 95.0 < 96.0), U = 9663.500, p = .000., and between special education teachers and regular education teachers (N = 62 < 71, Mdn = 95.0 > 97.0), U = 1526.000, p =.002. However, no significant differences were observed in attitude of teachers based on gender and geographic location except for educational level. Neither exposure to college curricular on special education alone nor classroom interactions with learners who stutter without a special education background is enough to instill a positive attitude in teachers towards stuttering. In-service special education teachers have a comparatively positive attitude toward stuttering because of the nature of their training and experience
Attitudes of Teachers towards Students Who Stutter in Selected Zambian Schools
2021
INTRODUCTION Stuttering, is a fluency disorder characterized by primary and secondary behaviors that impact the smooth, forward flow of speech. It has adverse social and educational implications for learners who stutter (LWS). In Zambia, stuttering is part of the speech impairments category referred to as “speech defects” (Education Reforms, 1977), “speech and language deficits” (Focus on Learning, 1992), “speech impairments” (Educating Our Future, 1996), “communication disabilities” (Central Statistical Office, 2012); or “communication impairments” (Zambia‟s Disability Country Report, 2014).
Journal of Fluency Disorders, 2004
The purpose of the study was to investigate the life experiences of a group of South African adults who stutter and the impact of stuttering on their quality of life. Participants were 16 adults with a mean age of 28.9 and ranging from 20 to 59 years. Methods involved individual interviews designed to explore the life domains of education; social life; employment; speech therapy; family and marital life; and identity, beliefs and emotional issues. Main findings of the study indicated that the majority of participants perceived their stuttering to have impacted on their academic performance at school, and relationships with teachers and classmates. Although their stuttering was not perceived to adversely influence their ability to establish friendships, people generally reacted negatively to their stuttering. Many felt that their stuttering did not have an adverse effect on their choice of occupation, ability to obtain work, and relationships with managers and co-workers, although it was perceived to influence their work performance and hamper their chances for promotion. Although the majority viewed their speech therapy experiences as being negative; more than half the sample believed that speech therapy had, nevertheless exerted a positive effect on their quality of life. Overall, stuttering did not appear to have influenced participants' family and marital life. Most participants felt that stuttering had affected their self-esteem and self-image, and had evoked strong emotions within them. Findings are taken to suggest the need to incorporate subjective feelings about stuttering into the clinical practice of speech-language therapy; to provide information and coping strategies for teachers and employers; and for further research.
Teachers’ perceptions of the impact of stuttering on the daily life of their students who stutter
Revista Portuguesa de Educação
Stuttering is a neurodevelopmental disorder involving interruptions in the flow of speech. The reactions of listeners and others in a child’s environment could affect how children perceive their stuttering. Children experience many of their everyday social situations in the school context. Because it might be hard for children who stutter to deal with communication in the school setting, it is essential to know how teachers perceive the impact of stuttering on their students. In this study, we collected data about teachers’ perceptions of the impact of stuttering on Portuguese children who stutter using an adaptation of the European Portuguese translation of Overall Assessment of the Speaker’s Experience of Stuttering (OASES-S-PT). Participants were 27 teachers and their students who stutter (n=27; mean age=9.0 mos., SD=1.8 mos.), recruited from different cities in Portugal. In general, teachers perceived the overall impact of stuttering in their students’ lives as mild-to-moderate....
Greener Journal of Educational Research, 2016
Stuttering is characterized by repetitions, prolongations, interjections, hesitations and blocks. The prevalence of Persons who Stutter (PWS) in Kenya is 440,000. Kakakmega county has a prevalence of 12,000 PWS, of which 4,400 are schools going age children. Between the years 2010 to 2013, a total of 138 Learners who Stutter (LWS) were assessed and placed in primary schools in Kakamega County. Reports from baseline survey (2014/2015) across primary schools in Kakamega County indicated that LWS performed poorly as they were found in last quarter of the class in examinations. Stuttering has effects such as anxiety, stigma, fear, frustrations and embarrassment to the LWS while speaking. However, the extent to which these effects of stuttering occur in Kakamega is unknown. The purpose of the study was to find out effects of stuttering among LWS. The objective of study was to; establish effects of stuttering among LWS in primary schools and determine the extent to which effects of stuttering occur among LWS in primary schools. The study employed descriptive survey research design. The target population consisted of 84 LWS. Saturated sampling technique was used to select 76 LWS. An instrument of data collection was questionnaire. Validity of the instruments was established using face and content validity. Reliability of the instruments was established through test-retest method. Pearson correlation was used to calculate the coefficient of correlation, where reliability was accepted at 0.7 and above. Reliability for questionnaire of LWS was 0.885. Quantitative data was analyzed using mean. Findings indicated that the extent to which stuttering effects occurred among LWS were as follows; fear to speak (M= 4.5421), frustrations while speaking (M= 4.4507), anxiety to speak (M= 4.3402), embarrassment while speaking (M= 4.30621) and stigma as a result of stuttering (M= 4.2305). The overall extent to which stuttering effects occurred among LWS was to a large extent (mean= 4.37). This implied stuttering effects occurred at a large extent among LWS. Therefore, LWS experience stuttering effects such as anxiety, fear, frustrations, self-stigma and embarrassment while speaking occurred to a large extent. The study recommends that Stuttering effects such as anxiety, fear, frustrations, self-stigma and embarrassment need to be minimized for the learner to achieve in school. Such effects can be minimized through sensitization of other learners and teachers to accept the way LWS speaks. Findings of this study were significant to LWS, teachers, regular learners to understand how effects of stuttering affect LWS in schools.
Communicative practices and perceptions towards stuttering people in South Africa
South African journal of communication disorders, 2024
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.
JMR Journal, 2021
The attitude of teachers is effective in improving the quality of life and academic achievement of students with stuttering. The Teachers' Attitudes Toward Stuttering (TATS) inventory is a tool for evaluating teachers' opinions and attitudes toward stuttering. The purpose of this study is to validate the Persian version of the TATS (TATS-Persian) and a preliminary study of the attitude of elementary teachers towards stuttering. Materials and Methods: In this cross-sectional study, which is of validation and instrumentation type, 32 teachers from elementary schools in Tehran were recruited by the available sampling method. To examine the content validity of TATS-Persian, 12 teachers were surveyed, and for the test-retest reliability of it, 12 teachers re-completed the TATS-Persian after one week. The statistical methods included the Cronbach alpha coefficient calculation and the Spearman correlation test. Results: The content validity, test-retest reliability, and internal consistency of TATS-Persian were 0.92, 0.93, 0.96, respectively. The Mean±SD scores of teacher's attitudes were 78.09 ±11.9. Also, the teachers' attitudes score had a significant positive correlation with the number of stuttering students experienced in their teaching history. Conclusion: The Persian version of the TATS inventory is a valid and simple tool for evaluating teachers' attitudes toward stuttering.
Journal of Modern Rehabilitation, 2020
Introduction: The attitude of teachers is effective in improving the quality of life and academic achievement of students with stuttering. The Teachers’ Attitudes Toward Stuttering (TATS) inventory is a tool for evaluating teachers’ opinions and attitudes toward stuttering. The purpose of this study is to validate the Persian version of the TATS (TATS-Persian) and a preliminary study of the attitude of elementary teachers towards stuttering.Materials and Methods: In this cross-sectional study, which is of validation and instrumentation type, 32 teachers from elementary schools in Tehran were recruited by the available sampling method. To examine the content validity of TATS-Persian, 12 teachers were surveyed, and for the test-retest reliability of it, 12 teachers re-completed the TATS-Persian after one week. The statistical methods included the Cronbach alpha coefficient calculation and the Spearman correlation test.Results: The content validity, test-retest reliability, and interna...
The South African journal of communication disorders. Die Suid-Afrikaanse tydskrif vir Kommunikasieafwykings, 1997
The present study aimed to examine the attitudes of a group of South African speech-language pathologists towards stuttering and stuttering therapy. Further aims were to investigate whether a stereotype of stutterers was found among these speech-language pathologists, and to determine whether there was any relationship between the attitudes held about stutterers, and the therapists' training and experience. A random probability sample of respondents was selected from the population of speech therapists registered with the Interim Medical and Dental Council of South Africa (I.M.D.C.S.A.). A self-administered mailed questionnaire was employed to realise the aims of the study. The main result of this investigation indicated that almost 50% of the sample of qualified clinicians surveyed, viewed stutterers as a group characterised by specific personality traits and psychological problems. This belief held true irrespective of the number of years of experience working in the field, th...