This week I read an article titled "Sociodynamic Relationships Between Children who Stutter and their Non-stuttering Classmates." I chose this article because I recently viewed a video about stuttering. The video had students that stuttered discuss their thoughts and feelings and actually gave tips for teachers on how to approach students who stutter. I really enjoyed this video and the fact is discussed a lot about students who stutter and their relationship to their teacher. I was curious to find out about students who stutter and their relationship to their peers in the classroom.
The article discusses how 20 years ago, bullying people who stuttered was at a higher percentage. Now, it was expected that the percentage decreased because of anti-bullying programs and the fact that stuttering is more common now. A student was done to see if this was true. The study included 16 students who stuttered and 403 other students who did not stutter. The result was that students who stuttered were rejected more and were less popular with their peers. They weren't chosen to be leaders for any games or activities. I was disappointed to hear about the results of this study. Although, when the peers were questioned about why they did not choose a particular student, stuttering was not mentioned. The peers explained that the student was quiet or shy, and wouldn't want to be the leader or wouldn't want to play the game. This was interesting because students who stutter may come off shy and like they do not want to talk to others, which may not be the case. Students who stutter may just not like to speak out loud, and still want to participate and play all the same games as their peers.
I liked this article because it did briefly discuss a study done that I was curious to find information on. I was disappointed in this article because it was very brief and it did not really explain the study. It stated the the students were "examined." I would have liked to know where were they examined. Was it in the classroom? at recess? I would have also liked to know what the observers were looking for exactly.
Davis, S., Howell, P., & Cooke, F. (2002). Sociodynamic relationships between children who stutter and their non–stuttering classmates. Journal Of Child Psychology & Psychiatry & Allied Disciplines, 43(7), 939-947.
I found the video we viewed this week in the Moodle also very informative. It gave views about common teacher questions, student feelings, and then ways to help students who were having issues in the classroom like with oral reports or being confident when called on in the classroom.
ReplyDeleteNow, I have worked in a classroom with a student who stuttered before. I have to say these articles/videos have made me really think through my interactions with a student. I think they have helped me to develop more of a sensitivity and also have keys now to be able to approach that student if they may seem withdrawn from the class. As one of the students said, some days are tough speech days. I need to have that knowledge so I'm not pushing the student when they need to take in information and have kind of a vocal rest. I think that would help them to be more at ease. But again, it has to be set up with teacher-student communication ... and communication between home and school.
I am so glad that the video was helpful this week. I've seen so many people reference it in their postings and comments.
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