Teachers’ perceptions of the impact of stuttering on the daily life of their students who stutter

Mónica Soares Rocha; Joana R.  Rato; J. Scott Yaruss

doi:10.21814/rpe.18383

Auteurs

Mónica Soares Rocha Universidade Católica Portuguesa
Joana R. Rato Centre for Interdisciplinary Research in Health, Universidade Católica Portuguesa, Portugal.
J. Scott Yaruss Michigan State University, USA

DOI :

https://doi.org/10.21814/rpe.18383

Mots-clés :

Bégaiement, Perception des professeurs, Enfants en age scolaire, Qualité de vie

Résumé

Le bégaiement est un trouble neurodéveloppemental qui affecte la parole. La manière dont les autres perçoivent le bégaiement et réagissent à ce trouble peut influencer la façon dont les enfants perçoivent leur bégaiement. Les enfants ont la plus part de leurs expériences sociales à l'école. Et pour les enfants bègues la communication peut être difficile. Alors c’est essentiel de connaître la perception des professeurs vis-à-vis du bégaiement. Pour cette étude, nous avons assemblé des donnés concernant la perception des professeurs sur l'impact du bégaiement pour les élèves portugais, au moyen d'une adaptation de la version portugaise de l'instrument: Évaluation Global de l’Expérience du Bégaiement par l'Individu (OASES-S). Le nombre de participants à l’étude était de 27 professeurs et leurs élèves bègues (n=27 ; age moyen = 9,0 d=1,8) ont été évalué dans plusieurs écoles du Portugal. De manière générale, les professeurs perçoivent l'impact du bégaiement dans la vie scolaire de l’élève comme étant : légère ou modéré. Des différences statistiques significatives n'ont pas été vérifié entre la perception des professeurs sur l'impact du bégaiement et l'autoperception des élèves. Cependant, il n'y a pas de corrélation entre les évaluations sur l'impact des élèves et celles des professeurs. Ces derniers n'ont pas répondu à tous les items du questionnaire ce qui indique que les professeurs sont peu familiarisés avec certains aspects en rapport avec l'expérience des enfants et le bégaiement, cela démontre le besoin d'une meilleur intégration des professeurs dans les programmes thérapeutiques de manière à améliorer le soutien apporté aux enfants bègues.

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