Okul Öncesi Öğretmenliği Bölümü Öğrencilerinin Kekemeliğe Yönelik Farkındalık ve Tutumlarının Belirlenmesi-Pilot Çalışma

Year 2021, Volume: 4 Issue: 3, 315 - 338, 30.12.2021

Havva Nur Yırtık Esma Nur Yelek Şevval Özer Tuğçe Karahan Maviş Emel Kulak Kayıkçı

Abstract

Amaç: Bu çalışmanın amacı, okul öncesi eğitimi öğretmenliği lisans programı öğrencilerinin, kekemeliğe yönelik bilgi ve tutumlarının belirlenmesi ile birlikte kekemeliğe müdahale için hangi meslek grubuna yönlendirmeleri gerektiği konusunda farkındalıklarını belirlemektir. Yöntem: Çalışmaya, Ankara’da bulunan Ankara, Gazi, Hacettepe, Orta Doğu Teknik ve TED Üniversitelerinin Okul Öncesi Eğitimi Öğretmenliği lisans programlarında öğrenim gören öğrenciler dahil edilmiştir. Çalışma, 9’u erkek, 39’u kız olmak üzere 18-23 yaş arası 48 katılımcı ile yürütülmüştür. Okul öncesi eğitimi öğretmenliği bölümü öğrencilerinin kekemeliğe yönelik farkındalıklarını ve tutumlarını ölçmek üzere araştırmacılar tarafından literatüre dayanarak oluşturulan anket, online olarak uygulanmıştır. Bulgular: Katılımcıların %49,99’u, kekemeliğin herhangi bir olay sonrası yaşanılan kaza ve travmaya bağlı oluştuğunu ve %41,66’sı kekemeliğin korku sonrası oluştuğunu belirtmiştir. Ayrıca, tüm katılımcıların %27,08’i kekemelikten şüphelendiği öğrencileri, şarkı söylerken kekelemiyorsa kekemelikten şüphelenmeye devam edeceklerini ifade etmiştir. Katılımcıların %54,16’sı kekemeliği olan bireyi taklit ederek de kekeme olunabileceğini belirtirken %91,66’sı, kekemeliği olan bireylerin zekâ geriliğinin de olabileceği ifadesine katılmamıştır. Kekemelik hakkında yeterli bilgi sahibi olduğunu düşünen katılımcıların %50’si ve tüm katılımcıların ise %47,91’i kekemelikten şüphelendiği öğrencisine kekemelik ile ilgili yapılacak müdahale için yönlendireceği ilk alan olarak dil ve konuşma terapisi cevabını vermiştir. Sonuç: Bu pilot çalışma, kekemelik ile ilgili okul öncesi öğretmenlerinin farkındalığı ve multidisipliner iş birliğinin önemini ortaya koyması açısından önemlidir. Çalışmada, katılımcıların kekemeliğin nedenleri dahil olmak üzere kekemelik ile ilgili birçok konu hakkında doğru olmayan bilgiye sahip oldukları veya kararsız kaldıkları tespit edilmiştir. Kekemeliği olan çocuklara müdahale edilmesi aşamasında, dil ve konuşma terapistleri ile iş birliği içerisinde olunması bilgisinin, çocuklar ile yakın temas halinde olan okul öncesi eğitimi öğretmenliği bölümü öğrencilerine verilmesi gerekliliği öngörülmüştür.

Keywords

kekemelik, okul öncesi dönem, multidisipliner iş birliği

Determination of Early childhood Education Students' Awareness and Attitudes About Stuttering - Preliminary Study

Abstract

Purpose: Fluent speech is described as effortless speech while stuttering is characterized by impairments in the fluency of speech. Preschool children who stutter mostly benefit from speech therapy if it is applied early. Teachers are the primary people in the lives of the children in the preschool years. Therefore, it is critical that early childhood education teachers are aware of the difficulties that their students confront and assist them in overcoming with appropriate approaches. This study’s goal is twofold. The main goal of this study is to to identify the knowledge and attitudes of students enrolled in the undergraduate programme of early childhood education about stuttering. The other goal of the study is to determine the awareness of early childhood education teacher candidates regarding which profession group they should consult for diagnosis and intervention, as well as how well they can identify students who stutter. Method: The students enrolled in early childhood education undergraduate programme at Ankara, Gazi, Hacettepe, Middle East Technical, and TED Universities that are located in Ankara were included in the study. The study was carried out with 48 (9 male and 39 female) volunteer participants aged between 18 and 23 years. In order to determine the awareness and attitudes of undergraduate students of early childhood education programme about stuttering, a questionnaire prepared by the researchers was delivered to the participants via online platforms. The questionnaire was based on Teacher Attitudes Toward Stuttering Inventory (Crowe & Walton, 1978), Teacher Perceptions of Stuttering Inventory (Yeakle & Cooper, 1986), and the studies by Pachigar et al. (2011) and Plexico et al. (2013). The findings of the study were analyzed with descriptive statistics. Results: While 24.99% (n=12) of the participants believe that they have sufficient knowledge about stuttering, 35.41% (n=17) of the participants think that they do not. 49.99% (n=24) and 41.66% (n=20) of the participants stated that stuttering occurs after an accident or trauma and fear, respectively. Furthermore, 85.41% (n=41) of all participants answered that even if their students do not stutter while singing, the participants would continue to suspect about stuttering. 54.16% (n=26) of the participants stated that it is possible to become a person who stutters by imitating someone who stutters. While 91.66% (n=44) of the participants did not agree with the statement that a person who stutters may also have mental retardation, 8.33% (n=4) of the participants were unsure about it. In order to increase the participation of a student who is suspected of stuttering, 49.99% (n=24) of the participants stated that they would increase activities that require fewer verbal skills. 64.57% (n=31) of the participants thought that their suspicion would increase about stuttering if they observed secondary behaviors with their students. 85.41% (n=41) of the participants said they would examine their student's interaction with his/her peers if they had suspicion of stuttering. While 81.24% (n=39) of the participants stated that they would exchange opinions with their colleagues if they suspected a student about stuttering, 91.66% (n=44) of the participants said that they would schedule an interview with their family members. Only, 47.91% (n=23) of the participants stated that they would direct their students whom they suspect of stuttering to speech and language therapy. Conclusion: This preliminary study is important as it reveals the knowledge and attitudes of teacher candidates of early education who holds primary contact with preschool children who stutter. In addition, it reveals the necessity of increasing the knowledge about the profession of speech and language therapy in order to improve the attitudes of teacher candidates of early education about stuttering. Furthermore, it has been found that the participants either have incorrect knowledge about stuttering or are unsure. It was observed that the information about the cooperation with speech and language therapists should be given to the undergraduate students of early childhood education as they are primarily in contact with preschool children who stutter.

Keywords

stuttering, awareness, preschool, preschool teacher, multidisciplinary collaboration

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