Daniels Derek E, Panico James, Sudholt Jennifer
Wayne State University, Detroit, MI 48202, USA.
J Commun Disord. 2011 Nov-Dec;44(6):631-9. doi: 10.1016/j.jcomdis.2011.07.002. Epub 2011 Aug 5.
Many research studies have focused on perceptions of stuttering by various groups of people. However, there is limited research on the perceptions of university instructors toward stuttering and people who stutter. Therefore, this study explored the perceptions of university instructors toward stuttering and students who stutter, and their beliefs about classroom participation. Participants included 328 university instructors across a variety of disciplines at two Midwestern universities. Each participant completed a 12-item questionnaire regarding perceptions related to stuttering, students who stutter, and classroom participation. Of the 328 participants, 212 completed an open-ended question about their experiences and concerns of working with students who stutter. Results indicated that increased knowledge of stuttering is associated with positive attitudes toward students who stutter. Moreover, the participants in this study expressed a need for more information about stuttering and ways to accommodate students who stutter in the classroom.
After reading this article, the reader will be able to: (1) discuss the challenges that university instructors face when working with students with disabilities; (2) provide a rationale for the need to explore the perceptions of university instructors toward students who stutter; (3) describe the major themes of university instructors' knowledge of stuttering, and beliefs about classroom participation for students who stutter; and (4) discuss the need for disseminating more knowledge about stuttering to university instructors.
许多研究聚焦于不同人群对口吃的认知。然而，关于大学教师对口吃及口吃者的认知的研究却很有限。因此，本研究探讨了大学教师对口吃及口吃学生的认知，以及他们对课堂参与的看法。参与者包括美国中西部两所大学的328名各学科的大学教师。每位参与者完成了一份关于口吃、口吃学生及课堂参与相关认知的12项问卷。在328名参与者中，212人完成了一个关于他们与口吃学生合作的经历和担忧的开放式问题。结果表明，对口吃了解的增加与对口吃学生的积极态度相关。此外，本研究中的参与者表示需要更多关于口吃的信息以及在课堂上接纳口吃学生的方法。
阅读本文后，读者将能够：（1）讨论大学教师在与残疾学生合作时面临的挑战；（2）为探索大学教师对口吃学生的认知的必要性提供理论依据；（3）描述大学教师对口吃的认知的主要主题，以及对口吃学生课堂参与的看法；（4）讨论向大学教师传播更多关于口吃的知识的必要性。
