Jenkins Helen
Division of Speech and Language Therapy, Birmingham City University, Cox Building, Perry Barr, Birmingham B42 2SU, UK.
Int J Speech Lang Pathol. 2010 Jun;12(3):253-8. doi: 10.3109/17549500903266071.
Past studies have shown that teachers have a vital role in the educational process of children who stutter (CWS) and teachers' perceptions have a significant impact on the progress of CWS. These studies suggest that there is a need for speech-language pathologists (SLPs) to supply teachers with more information about stuttering. This study aimed to gather views from teachers in the United Kingdom (UK) about their current training in stuttering and their awareness of stuttering resources to support school aged CWS. It sought to investigate teachers' interest in future stuttering training and materials, including their preference for content and method of delivery. The attitudes of 72 teachers in mainstream UK schools were measured in a postal survey using a self-completed questionnaire. Teachers viewed their experience of training in stuttering to be limited either as trainee teachers or as part of their continuing professional development. Of the respondents, 43 (60%) teachers were aware of or had used a stuttering resource. Teachers expressed a positive interest in receiving stuttering training and resources in the future and the majority favoured direct contact with SLPs to deliver this training. The findings of this survey offer new information regarding teachers' views of dysfluency training and resources.
过去的研究表明，教师在口吃儿童（CWS）的教育过程中起着至关重要的作用，教师的认知对口吃儿童的进步有重大影响。这些研究表明，言语语言病理学家（SLP）有必要向教师提供更多关于口吃的信息。本研究旨在收集英国教师对其目前口吃培训情况以及对口吃资源的认识的看法，以支持学龄口吃儿童。该研究试图调查教师对未来口吃培训和材料的兴趣，包括他们对内容和授课方式的偏好。通过一份自我填写的问卷，对英国主流学校的72名教师进行了邮寄调查，以衡量他们的态度。教师们认为，无论是作为实习教师还是作为持续专业发展的一部分，他们在口吃培训方面的经验都很有限。在受访者中，43名（60%）教师知晓或使用过口吃相关资源。教师们对未来接受口吃培训和资源表现出积极的兴趣，并且大多数人倾向于与言语语言病理学家直接接触来开展此类培训。这项调查结果提供了有关教师对言语不流畅培训和资源看法的新信息。
