Teacher Perceptions and Knowledge about Stuttering Before and After an In-Service Training

<p>This study was designed to further investigate the relationship between teachers' knowledge and perceptions of stuttering before and after an in-service training. Specifically, to determine whether providing teachers with training on stuttering increases their knowledge of stuttering and contributes to more positive perceptions towards their students who stutter (SWS). The participants were twenty-three elementary and secondary teachers from Wolfe County Kentucky who currently had students in their classrooms who stuttered and volunteered to participate in this study. The participants' knowledge about stuttering was measured using the <em>Alabama Stuttering Knowledge Test</em> (ASK) and their perceptions were measured using the <em>Teacher Attitudes Toward Stuttering Survey</em> (TATS). Both instruments were used to measure the teachers' knowledge and perceptions before and after an in-service training was provided. Analysis of the study's results suggested that a statistically significant difference existed between teachers' overall knowledge about stuttering after the in-service training. The results also suggested that a statistically significant difference existed between teachers' perceptions of their SWS after the in-service training. The results of this study suggest that a relationship exists between teachers' knowledge of stuttering and their perceptions of SWS in their classrooms. </p>

Name thesis:degree_name

Master of Arts (MA)

Level thesis:degree_level

Master's

Discipline thesis:degree_discipline

Special Education

Grantor dc:publisher

Eastern Kentucky University

Year dc:date.available

2012

Author dc:creator

• Hobbs, Micha Lachole

• Special Education and Teaching

Statement dc:rights

• Copyright 2012 Micha Lachole Hobbs

Repository record dc:identifier

https://encompass.eku.edu/etd/79

OAI identifier oai:identifier

oai:encompass.eku.edu:etd-1078