Introduction:
Parents' participation in monitoring their children's health and development is
important. Understanding parental opinions is crucial in determining parental
roles and attitudes and for early identification of problems/disorders in
children (Hall ve Elliman, 2003). Knowing the
attitudes of parents and teachers towards speech and language intervention
programs improves the effectiveness of the program, increases its productivity,
shortens the process and ensures cooperation version. Only
one parent (mother or father) and only class teachers completed the
questionnaires. 204 of the 250 total questionnaires wer ereturned to the
researcher and the turnover rate of the questionnaires was 81.6. Arithmetic mean
± standard deviation values are used for descriptive statistics. Independent
samples t-tests were used to analyse the differences in the attitudes of
parents and teachers with and without a child with a speech disorder, the
educational status of the participants and the level of education of children,
speech disorders diagnosis, and teachers' branches. Analyses of parents and
teachers’ attitudes according to age, working duration of teachers were
obtained using one-way analysis of variance, ANOVA, followed by Tukey HSD
analysis in the following binary comparisons. Results and discussion: There was no significant difference between
the attitudes of teachers with and without students with a speech disorder in
their classroom regarding the children’s academic and social skills. Both
groups seemed to have doubts about the academic and social success of the child
with a speech disorder. Similarly, no significant difference was found between
the two parent groups about the attitudes towards the child's academic and
social success. Same as the teachers, parents with or without a child with a
speech disorder also had doubts in this regard. Also, on the necessity for
therapy, there was no significant difference in the attitudes of the teachers
with and without students with a speech disorder in their classrooms. All
teacher participants seem to be positive about the necessity for therapy.
Similarly, there was no difference in the attitudes of the parents of children
with and without speech impairments towards the necessity for therapy. In
general, the attitudes of both groups were also positive. The study also
examined how all groups prioritized the causes for speech disorders. The
difference between the two teacher groups was not significant. However, the
teacher group with a child with a speech disorder listed mental impairment as
the most important reason while the teacher group without a child with a speech
disorder listed psychological problems as the most important reason for speech
disorders. Differences were observed between the prioritization of the two
parent groups. The most important of these differences was that parents with a
child with a speech disorder listed physical problems related to speech organs
as most important cause while the group without a child with a speech disorder
listed this cause as the second most insignificant cause. As for reasons for
lack of therapy opportunities, there was almost no difference between the
teachers with and without students with speech disorder in their class and between
parents with and without children a child with a speech disorder.
Keywords
Speech disorder, attitude and knowledge, parents, teachers
References
Carroll, C. (2010). “It's not everyday that parents get a chance to talk like this”: Exploring parents' perceptions and expectations of speech-language pathology services for children with intellectual disability . International Journal of Speech Language Pathology., 12 (4), 352-361.
Çelebi, F. (2005). Dil ve Konuşma Terapisi Hizmetlerine Yönelik Ebeveyn Tutumlarının Belirlenmesi. Yayımlanmamış Yüksek Lisans Tezi. Eskişehir: Anadolu Üniversitesi.
Glogowska, M., Campbell, R. (2000). Investigating parental views of involvement in pre-school speech and language therapy. International Journal of Language Communication Disorders.,35 (3), 391–405.
Hall, D.M., Elliman, D. (2003). Health for all children (4. Basım) Oxford: Oxford University Press.
Keilmann A., Braun L., Napiontek D. (2004). Emotional Satisfaction of Parents and Speech-Language Therapists With Outcome of Training intervention in Children with Speech and Language Disorders. Folia Phoniatrica et Logopaedica.,56 (1), 51-61.
Law, J. (2000). Intervention for children with communication difficulties. In J. Law, A. Parkinson, and R. Tamhne, Communication difficulties in children (pp. 135-151). Abingdon: Radcliffe Medical Press.
Marshall, J., Ralph, S., Palmer, S. (2002). ‘I wasn’t trained to work with them’: mainstream teachers’ attitudes to children with speech and language difficulties. International Journal of Inclusive Education., 6 (3), 199–215
Maviş, I., Toğram, B., Akyüz-Toğram, A. (2005). Okulöncesi ve ilköğretim öğretmenlerinin dil ve konuşma bozukluklarına yönelik görüşleri . Ankara: XV. Ulusal Özel Eğitim Kongresi’nde sunulmuş bildiri.
McLeod, S., Daniel, G., Barr, J. (2012). ‘‘When he’s around his brothers . . . he’s not so quiet’’: The private and public worlds of school-aged children with speech sound disorder. Journal of Communication Disorders, 46 (1), 70-83.
Nungesser, N.R., Watkins, R.V. (2005). Preschool teachers’ perceptions and reactions to challenging classroom behavior: implications for speech-language pathologists. Language, Speech and Hearing Services in Schools ,36 (2), 139-151.
Özdemir, S., St. Louis, K., Topbaş, S. (2011). Stuttering attitudes among Turkish family generations and neighbors from representative samples. Journal of Fluency Disorder, 36 (4), 318-333.
Pachigar, V., Stansfield, J., Goldbart, J. (2011). Beliefs and Attitudes of Primary School Teachers in Mumbai, India Towards Children Who Stutter. International Journal of Disability, Development and Education., 58 (3), 287-302.
Reid, J., Millar, S., Tait, L., Donaldson, M., Grieve, R., Dean, E., Thomson, G. (1995). The role of the speech and language therapist in the education of children with special educational needs. International Journal of Language & Communication Disorders, , 30 (1), 534-545.
Safwat, R., Sheikhany, A. (2014). Parental attitudes and knowledge of stuttering. The Egyptian Journal of Otolaryngology , 30 (2), 151-156.
Türköz, N. (2005). Öğretmenlerin kekeme öğrenciye ve kekeleyen öğrencinin ebeveynine karşı tutumların betimlenmesi. Yayımlanmamış Yüksek Lisans Tezi. Eskişehir: Anadolu Üniversitesi.
Toğram, B., Maviş, İ. (2009). Aileler, Öğretmenler ve Dil ve Konuşma Terapistlerinin Çocuklardaki Dil ve Konuşma Bozukluklarına Yönelik Tutum ve Bilgilerinin Değerlendirilmesi. Özel Eğitim Dergisi, 10 (1), 71-85.