Teacher Perspectives on Supporting Students With Stuttering in Schools and Preschools
Abstract
RESEARCH OBJECTIVE: The purpose of the research presented in this article was to explore the opinions of kindergarten and elementary school teachers on supporting students with stuttering in their functioning within educational institutions.
THE RESEARCH PROBLEM AND METHODS: This study aimed to evaluate teachers’ knowledge about stuttering and their approaches to supporting students with this condition. A diagnostic survey was conducted using a structured questionnaire, gathering responses from 155 kindergarten and elementary school teachers. The survey focused on assessing their general understanding of stuttering in children.
THE PROCESS OF ARGUMENTATION: The argumentation process involves identifying the problem, presenting the survey results, drawing generalized conclusions from the findings, and extrapolating these conclusions to provide actionable recommendations for teachers working with students who stutter.
RESEARCH RESULTS: The study results indicate that the level of knowledge among preschool and elementary school teachers about stuttering and methods to support affected students is insufficient. Teachers expressed a need for additional training, which highlights the necessity of systematic educational efforts in this area.
CONCLUSIONS, RECOMMENDATIONS, AND APPLICABLE VALUE OF RESEARCH: A critical first step to increasing teachers’ awareness of stuttering is incorporating evidence-based content into the Integrated Learning Platform. Promoting current, research-backed knowledge through training sessions and mentoring programs would also prove highly beneficial. Practical applications of this research include implementing teacher training programs at both local and national levels and creating initiatives such as InterACT to reduce stigma and exclusion. These measures would better prepare educators to support students with stuttering, contributing positively to their emotional and social development.
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