Beliefs of teachers versus non-teachers about people who stutter |
| |
| Institution: | 1. Speech Pathology and Audiology, Kent State University, United States;2. Evaluation and Measurement, Kent State University, United States;1. University of Illinois at Urbana-Champaign, United States;2. University of Wisconsin-Milwaukee, United States;3. Eastern Illinois University, United States;1. Southern Connecticut State University, Department of Communication Sciences and Disorders, 501 Crescent St, New Haven, CT 06515, United States;2. Communicative Disorders, University of Redlands, 1200 E Colton Ave., Redlands, CA 92373, United States;1. West Virginia University, Morgantown, WV, USA;2. Statped, Department of Speech and Language Disorders, Oslo, Norway;3. University of Puerto Rico, San Juan, Puerto Rico, USA;4. Statped Vest, Bergen, Norway;5. International Cluttering Association, Trondheim, Norway;1. Faculty of Social Sciences, Department of Training and Education Sciences, University of Antwerp, Gratiekapelstraat 10, 2000 Antwerp, Belgium;2. Center for Excellence in Higher Education, University of Antwerp, Venusstraat 35, 2000 Antwerp, Belgium;3. Antwerp School of Education, University of Antwerp, Venusstraat 35, 2000 Antwerp, Belgium;1. Erasmus University Medical Center, Sophia Children''s Hospital, Department of Otorhinolaryngology, Speech and Hearing Center, Rotterdam, The Netherlands;2. Department of Communication Science and Disorders, University of Pittsburgh, 4033 Forbes Tower, Pittsburgh, PA 15260, USA;1. University of Oslo, Norway;2. Murdoch Childrens Research Institute, Australia;3. Department of Audiology and Speech Pathology, University of Melbourne, Australia |
| |
| Abstract: | PurposeAlthough prior research has investigated teachers’ beliefs about people who stutter (PWS), this work has not indicated how these beliefs compare with those of the general public or taken into account key demographic variables that may be related to these beliefs. The main purpose of this study was to evaluate whether beliefs about PWS in teachers are different from those in the general public. The second purpose of this study was to examine whether gender is related to beliefs about PWS for teachers, who are more frequently women.MethodsAnalyses were based on questionnaire responses regarding beliefs about PWS from 269 teachers and 1388 non-teachers in the United States. Due to their potential link to beliefs about PWS, familiarity with PWS and sociodemographic variables were included in the statistical model for this study.ResultsTeachers’ beliefs about PWS are no different than those of people in non-teaching professions. Findings also indicated that, regardless of whether respondents were teachers, women had more accurate beliefs about PWS than men. The statistical model tested indicated that beliefs about PWS were more accurate when the respondents were older, had more education, and had familiarity with a PWS.ConclusionIn the first study to compare teachers’ beliefs about PWS to the general public, findings indicated that teachers are no more accurate than the public in their beliefs about PWS. Associations found between these beliefs and several variables may indicate some promising mechanisms for improving beliefs, such as increased familiarity with individuals who stutter.Educational Objectives: Readers should be able to: (a) describe stuttering's potential effects on children's participation in the school setting; (b) identify actions teachers can take to improve the school experience of their students who stutter; (c) summarize findings regarding teachers’ beliefs about people who stutter (PWS); (d) identify key variables that are associated with beliefs about PWS. |
| |
| Keywords: | Stuttering Beliefs Attitudes Perceptions Teachers |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
