Adriaensens Stefanie, Struyf Elke
Lang Speech Hear Serv Sch. 2016 Apr 1;47(2):135-47. doi: 10.1044/2016_LSHSS-15-0019.
The study identifies teachers' beliefs about and attitudes toward stuttering and explores to what extent these beliefs and attitudes prompt specific teachers' reactions to the stuttering of a student.
Participants were teachers in secondary education in Flanders (Belgium), currently teaching an adolescent who stutters. They were the student's class teacher or instructed a course in which communication is important. Ten semistructured interviews were conducted and analyzed thematically.
Teachers believed that (a) when peers do not react to the stuttering, the lesson is not disrupted by it, and the student who stutters participates in the lesson, stuttering is not necessarily a problem; (b) when attention is paid to it, stuttering can become a problem; (c) they try to react as little as possible to the stuttering; and (d) they seldom talk about the stuttering.
Although teachers reported that they feel confident in how to deal with stuttering, and although it is possible that students who stutter do not feel the need to talk about their stuttering, teachers could consult their students on this matter. This way, they would acknowledge the stuttering and likely encourage the students to approach them when they feel the need.
本研究确定教师对口吃的信念和态度，并探讨这些信念和态度在多大程度上促使特定教师对学生口吃做出具体反应。
参与者是比利时弗拉芒地区的中学教师，目前正在教授一名口吃的青少年。他们是该学生的班主任或教授一门重视沟通的课程。进行了10次半结构化访谈，并进行了主题分析。
教师们认为：（a）当同龄人对口吃没有反应时，课程不会因此受到干扰，口吃的学生也能参与课程，口吃不一定是个问题；（b）当对口吃予以关注时，口吃可能会成为一个问题；（c）他们尽量对口吃做出最小的反应；（d）他们很少谈论口吃。
尽管教师表示他们对如何处理口吃有信心，而且口吃的学生可能觉得没有必要谈论自己的口吃，但教师可以就此问题与学生进行沟通。这样，他们将承认口吃的存在，并可能鼓励学生在有需要时主动与他们交流。
