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Teachers' Perspectives on the Difficulties They Experience with Students Who Stutter, and Educational Regulations

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Title: Teachers' Perspectives on the Difficulties They Experience with Students Who Stutter, and Educational Regulations
Language: English
Authors: Pelin Pistav Akmese (ORCID 0000-0001-8269-3899), Nilay Kayhan (ORCID 0000-0002-0937-8013), Baris Akmese (ORCID 0000-0002-9027-0711)
Source: South African Journal of Education. 2024 44(3).
Availability: Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Peer Reviewed: Y
Page Count: 9
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Preschool Education
Elementary Education
Secondary Education
Descriptors: Foreign Countries, Preschool Teachers, Elementary School Teachers, Secondary School Teachers, Stuttering, Students with Disabilities, Social Isolation, Academic Support Services, Pupil Personnel Services, Teacher Attitudes, Classroom Communication, Cooperative Learning, Peer Influence, Inservice Teacher Education, Educational Policy, Federal Regulation
Geographic Terms: Turkey
ISSN: 0256-0100
2076-3433
Abstract: Stuttering, the repetition of voice, syllable or sentence, is a speech and social communication disorder that negatively affects the fluency of speech. Students who stutter are often socially isolated in school, and also experience high anxiety and communication difficulty at different levels. With the study reported on here we investigated teachers' opinions about the difficulties they experience when supporting students who stutter, and how educational regulations are implemented. In this descriptive study the qualitative research method was employed. This method enables an in-depth investigation of participants' opinions and thoughts. Interview notes and observation data were analysed using descriptive and document analysis. Teachers' opinions are described along 4 main themes, namely recognition and intervention, providing cooperation, in-class communication environment, and academic support. The findings in the study show that teachers and peers have a great influence on stuttering children's access to quality education and their social acceptance.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1441539
Database: ERIC
FullText Text:
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  Data: Teachers' Perspectives on the Difficulties They Experience with Students Who Stutter, and Educational Regulations
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  Data: <searchLink fieldCode="AR" term="%22Pelin+Pistav+Akmese%22">Pelin Pistav Akmese</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8269-3899">0000-0001-8269-3899</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nilay+Kayhan%22">Nilay Kayhan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0937-8013">0000-0002-0937-8013</externalLink>)<br /><searchLink fieldCode="AR" term="%22Baris+Akmese%22">Baris Akmese</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9027-0711">0000-0002-9027-0711</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22South+African+Journal+of+Education%22"><i>South African Journal of Education</i></searchLink>. 2024 44(3).
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  Data: Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
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  Data: 9
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Teachers%22">Preschool Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Stuttering%22">Stuttering</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Isolation%22">Social Isolation</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Support+Services%22">Academic Support Services</searchLink><br /><searchLink fieldCode="DE" term="%22Pupil+Personnel+Services%22">Pupil Personnel Services</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Communication%22">Classroom Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Influence%22">Peer Influence</searchLink><br /><searchLink fieldCode="DE" term="%22Inservice+Teacher+Education%22">Inservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Federal+Regulation%22">Federal Regulation</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink>
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  Data: 0256-0100<br />2076-3433
– Name: Abstract
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  Data: Stuttering, the repetition of voice, syllable or sentence, is a speech and social communication disorder that negatively affects the fluency of speech. Students who stutter are often socially isolated in school, and also experience high anxiety and communication difficulty at different levels. With the study reported on here we investigated teachers' opinions about the difficulties they experience when supporting students who stutter, and how educational regulations are implemented. In this descriptive study the qualitative research method was employed. This method enables an in-depth investigation of participants' opinions and thoughts. Interview notes and observation data were analysed using descriptive and document analysis. Teachers' opinions are described along 4 main themes, namely recognition and intervention, providing cooperation, in-class communication environment, and academic support. The findings in the study show that teachers and peers have a great influence on stuttering children's access to quality education and their social acceptance.
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  Data: 2024
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  Data: EJ1441539
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 9
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Preschool Teachers
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Secondary School Teachers
        Type: general
      – SubjectFull: Stuttering
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Social Isolation
        Type: general
      – SubjectFull: Academic Support Services
        Type: general
      – SubjectFull: Pupil Personnel Services
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Classroom Communication
        Type: general
      – SubjectFull: Cooperative Learning
        Type: general
      – SubjectFull: Peer Influence
        Type: general
      – SubjectFull: Inservice Teacher Education
        Type: general
      – SubjectFull: Educational Policy
        Type: general
      – SubjectFull: Federal Regulation
        Type: general
      – SubjectFull: Turkey
        Type: general
    Titles:
      – TitleFull: Teachers' Perspectives on the Difficulties They Experience with Students Who Stutter, and Educational Regulations
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            NameFull: Pelin Pistav Akmese
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            NameFull: Nilay Kayhan
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            NameFull: Baris Akmese
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              Y: 2024
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              Value: 44
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