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J Fluency Disord. 2012 Jun;37(2):71-82. doi: 10.1016/j.jfludis.2011.12.001. Epub 2011 Dec 24.

Recounting the K-12 school experiences of adults who stutter: a qualitative analysis.

Author information

1
Wayne State University, Department of Communication Sciences and Disorders, 207 Rackham Hall, 60 Farnsworth, Detroit, MI 48202, USA. dedaniels@wayne.edu

Abstract

This study qualitatively explored the primary and secondary (K-12) school experiences of adults who stutter. The primary investigator conducted semi-structured interviews with 11 participants, a first focus group interview with 6 participants, and a second focus group interview with 4 participants. Participants discussed the various ways in which stuttering affected their personality; emotional and psychological experiences in the context of school; academic and learning experiences; classroom participation; teacher and peer relationships; speech therapy experiences; school activity involvement; and post-educational experiences. Results suggest that school is a complex cultural environment in which students must engage on academic and social levels. People who stutter may experience observable and unobservable challenges as they navigate the complexity of school.

EDUCATIONAL OBJECTIVES:

After reading this article, the reader will be able to: (1) provide a rationale for the need to explore the school experiences of people who stutter; (2) describe the major themes associated with the school experiences of participants in the study; and (3) discuss how knowledge of school experiences can be useful to classroom teachers and speech-language pathologists.

PMID:
22531283
DOI:
10.1016/j.jfludis.2011.12.001
[Indexed for MEDLINE]

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