Attitudes of educators in Malta towards stuttering

Abstract

The primary purpose of this study was to investigate educators‟ attitudes towards stuttering in Malta. Additionally, it aimed at identifying whether attitudes varied between kindergarten assistants, learning support assistants (LSAs), primary and secondary teachers (educator groups) and whether attitudes varied between educators coming from state, church and independent schools (school types). The current study used the Maltese Teacher Attitudes Towards Stuttering (MTATS) questionnaire to explore educators‟ attitudes towards stuttering as well as classroom management strategies used to cope with the problem in class. From 124 participants who completed the questionnaire, one kindergarten assistant participated in an interview while three LSAs, three primary and three secondary teachers participated in focus groups with the researcher. The data gathered from the questionnaire was analysed statistically in order to identify the attitudes educators have towards stuttering and whether these varied according to educator groups or educators from different school types. In addition, the data gathered from the interview and focus group was analysed qualitatively through a conversational and thematic analysis. The use of different classroom management strategies were reported in this study, showing that educators were sensitive to their interactions with people who stutter (PWS). However, stereotypical views regarding personality of PWS were observed. These findings are comparable with what was outlined in the literature. This study highlights the need for the creation of more awareness campaigns and educational programs directed not only to educators working with children who stutter (CWS) but also to the general public, to dispel any stereotyping and misconceptions about stuttering. Such programs will also help for the creation of better environments for PWS.