2016
DOI: 10.1590/2317-1782/20162015158
|View full text |Cite
|
Sign up to set email alerts
|

Gagueira na escola: efeito de um programa de formação docente em gagueira

Abstract: Before the course, the teachers had some knowledge regarding stuttering, but it was insufficient to differentiate from other language disorders. The Program expanded their knowledge on stuttering. However, it proved to be more effective with respect to the characteristics of stuttering than to the attitudes of the teachers.

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...
2
2
1

Citation Types

2
0
0
4

Year Published

2021
2021
2024
2024

Publication Types

Select...
6
1

Relationship

0
7

Authors

Journals

citations
Cited by 9 publications
(6 citation statements)
references
References 16 publications
2
0
0
4
Order By: Relevance
“…This finding is consistent with previous studies (Rocha et al, 2020). Teachers' responses were likely influenced by their overall lack of knowledge about stuttering (Carroll, 2010;Li & Arnold, 2015;Silva et al, 2016). The large number of specific items skipped by teachers reinforces this notion.…”
Section: Discussionsupporting
confidence: 90%
See 1 more Smart Citation
“…This finding is consistent with previous studies (Rocha et al, 2020). Teachers' responses were likely influenced by their overall lack of knowledge about stuttering (Carroll, 2010;Li & Arnold, 2015;Silva et al, 2016). The large number of specific items skipped by teachers reinforces this notion.…”
Section: Discussionsupporting
confidence: 90%
“…They also stated that they had no knowledge about stuttering and never talked about stuttering with their students. This is in agreement with studies that report a lack of teachers' knowledge about what they can do to help their students deal with stuttering (Li & Arnold, 2015;Silva et al, 2016). Together, these findings emphasize the importance of incorporating teachers into the therapy process.…”
Section: Discussionsupporting
confidence: 90%
“…Ocorrem rupturas involuntárias do fluxo da fala, evidenciadas por bloqueios de posições pré-articulatórias ou articulatórias fixas, repetições de sons e de sílabas, prolongamentos de sons, pausas extensas e intrusões nas palavras de sons ou segmentos fonológicos não pertinentes e uma diminuição da velocidade de fala (Celeste & Reis, 2013;Andrade et al, 2014). São interrompidos ritmo, a continuidade, a suavidade e a produção de fala (Croft, 2019;Andrade et al, 2017;Silva et al, 2016). Em crianças, as dificuldades iniciais para falar podem resultar em constrangimento, medo ou frustração, levando ao desenvolvimento de comportamentos de evitação de palavras e de situações de comunicação (Richels & Conture, 2007).…”
Section: Introductionunclassified
“…Ademais, a falta de compreensão por parte da população em geral, resulta em estereótipos, estigmas e discriminação contra as pessoas que gaguejam (2) . Um estudo realizado em escolas públicas e privadas do Brasil mostrou que os educadores da educação infantil apresentaram alguns conhecimentos sobre gagueira, mas insuficientes para a diferenciação dos demais distúrbios de linguagem (3) .…”
Section: Introductionunclassified