Investigation of school life difficulties and support needs of people who stutter in speech-language-hearing therapist education programs Daichi Iimura 1,2 , Misuzu Yasui 3 , Hideaki Yokoi 4 1Department of Rehabilitation, Fuke Hospital 2Domo-work (Nonprofit Corporation) 3Department of Medical Psychology, Major of Speech-Language and Hearing Therapy, Osaka University of Human Science 4Stuttering Support Network (Nonprofit Corporation) Keyword: 吃音 , 言語聴覚士 , 言語聴覚士養成課程 , 合理的配慮 , stuttering , speech-language-hearing therapist , education program for speech-language-hearing therapists , reasonable accommodation pp.354-368
Published Date 2017/12/15
DOI https://doi.org/10.11477/mf.6001200148
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 Students who stutter face a number of challenges while enrolled in education programs for speech-language-hearing therapists (SLHT), and they need support and consideration for their speaking difficulties. In this study, we conducted a survey by questionnaire to identify and investigate issues that people who stutter face during their SLHT education. Twenty-seven people, comprising 22 males and 5 females with a mean age of 29.0 ± 5.3, who stutter and who have recently finished an SLHT education program or are currently enrolled in one, participated in the study. For most of the participants, stuttering caused problems in several situations, such as when doing clinical practicum, when giving oral instructions in evaluation exercises, when reading out loud in class, when taking job interviews, and when taking entrance examinations. Participants wrote that they wanted their SLHT teachers "to be familiar with stuttering," "to understand stuttering," "to evaluate them making considerations for the effect of their stuttering," and "to let them use alternative communication strategies to speech." Although many participants were originally motivated by their stuttering to enter an SLHT program, they were unaware, before entering the program, of the limited exposure to stuttering in the curriculum. Whereas some participants were satisfied or successfully negotiated environmental arrangements with their teachers, others could not voice their difficulties or needs to their teachers. This suggests that the teachers may need to initiate actions for making reasonable accommodation for students who stutter.

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電子版ISSN 印刷版ISSN 1349-5828 日本言語聴覚士協会