Stamning i skolan - Elevers och pedagogers erfarenheter / Stuttering in school - Experiences of students and teachers

A lot of time in school consists of verbal communication. That may result in stress and loneliness for students who stutter. Many schools neither have staff with knowledge about stuttering nor about how to meet the needs of these students. Without this knowledge teachers do not know how to create a good learning environment in relation to stuttering. We need to find out about the hinders that both students and teachers might encounter, as well as the possibilities, in order to find out about what a suitable pedagogy might look like when it comes to stuttering. The aim of the study is to reach knowledge about how schools proactively can offer a learning environment that makes it easier for students who stutter, both educationally and socially. To get a picture of the problem area the following questions were asked: 1) What experiences do students and teachers have about possibilities and hinders that students who stutter meet in school? 2) What do students and teachers think a suitable learning environment in relation to stuttering would look like? The theories used in the study consists of relational perspectives between the individual and the surrounding environment. Focus is set on relations with other people, but also on relations between the individual and the surrounding environment itself. Interpersonal treatment, collaboration and communication are included in the study, as well as theories about stuttering. The study is a mixed methods study and was carried out using both quantitative and qualitative methods. Interviews and questionnaires were used and data were collected from two different groups; students and teachers. The data of the experiences and thoughts of the students and teachers show both hinders and possibilities. One student might prefer one way which another student may reject. It becomes clear that there is no solution that fits all. The same goes for teachers. In some areas they agree, in others not. Communication and collaboration between students and teachers are needed in order to create a good pedagogy in relation to stuttering. The needs and thoughts of the student should show the path. To be able to offer a suitable pedagogy, the emphasis need to be set on personal relations and adjustments in the surrounding environment, but also on knowledge about stuttering. Through this study schools might find support in how to offer suitable possibilities for students who stutter. The study focuses on what might be important for teachers to think about when trying to meet the needs of these students. It also focuses on different adjustments that might be suitable. In relation to stuttering, the Swedish Education Act is discussed. Furthermore the study focuses on the risks of loneliness and bullying of students who stutter and how schools could work proactively against that. Implications within Special Education: Educators need to gain more knowledge about stuttering. They also need knowledge about the different strategies that students might use to avoid speaking in front of others. Teachers in special education could play a vital role when it comes to offering more possibilities for students who stutter. First the teachers in special education need to gain knowledge about stuttering and one solution is that they get that possibility during their education. If universities and teacher training colleges offer education about stuttering, the teachers in special education could in turn train the teachers in schools. Collaboration between teachers in special education and speech and language therapists is another possible way of improving teachers´ knowledge about stuttering