Moksleivių, jų tėvų ir pedagogų požiūrio į mikčiojimą kokybinė analizė

LTStraipsnyje aptariamos kokybinių tyrimų taikymo galimybės mikčiojimui įvertinti. Pateikiamas mikčiojimo struktūros modelis, sudarytas pagal tarptautinę funkcionavimo klasifikaciją. Siekiant išsiaiškinti mikčiojančiųjų, jų šeimos narių ir pedagogų požiūrį į mikčiojimą, buvo atlikti 34 pusiau struktūruoti interviu. Gautų duomenų analizė rodo, kad mikčiojimas sukelia skausmingų išgyvenimų patiems mikčiojantiems moksleiviams, jų tėvams ir pedagogams. Kokybiniu tyrimu nustatytas skirtingas respondentų požiūris į mikčiojimą, išryškėjo fragmentiško bendradarbiavimo požymiai, sprendžiant iškylančius sunkumus. [Iš leidinio]

ENQualitative research methodology was chosen to analyse emotional, cognitive and behavioural components of stuttering. The aim conditioned the following objectives: to reveal cognitive and emotional components of stuttering of students, communicative experiences and strategies for overcoming difficulties; to examine the collaboration and support situation for the stutterers, their parents and teachers. The analysis of the database of the interview showed that collaboration between the stuttering students, parents and teachers is inconsistent and unsystematic. All of them lack information about stuttering. Students have the wrong idea about the disorder, while teachers and parents tend to confuse the factors causing and conditioning stuttering. Many respondents pointed out that stuttering caused them some painful experiences. Teachers often do not know how to help stuttering students in class; sometimes they lack time to meet the individual needs of such students. In planning individual strategies for overcoming stuttering, an important role should be allocated to the specialist who would initiative meetings of such students, their parents and teachers. The research leads to the following conclusions: • Information about the complex nature of stuttering is insufficient. • Different attitudes of the students, their parents and teachers and their understanding of the problem impede collaboration among therapy participants. While providing support to the students, emotional and cognitive components of stuttering therapy should be taken into consideration so that the influence of the stuttering on the participation in everyday activities of the student is diminished. [From the publication]