Experience in schools as PWS?
I am an SLP graduate student interested in entering the schools post-graduation. What was your experience like in school – grade, middle, high school, college? Did you feel supported by your teachers/slps and how? If not, how do you think they could have done a better job doing so?
Hi!
For me, I was fortunate enough to have most, if not all, understanding and supportive teachers and professors. With that being said, though, they could have said things like “take your time” less often. In fairness, those, from my vantage point, who say “take your time” are genuinely coming from a good place. The phrase itself may not help but it shows that they’re sincere.
Everyone has different views on this, so please only take this as a lesson from my own experience and not fact 🙂
I hope this helps.
Hi grawenz and thank you for your question.
My school years were a nightmare. I was not only bullied by my classmates, but also by teachers. One refused to have me in class, as I took too much time. One let me (and only me) come in front of the class for homework check, telling me “Aha, you haven’t done your homework this week either”, knowing I simply couldn’t get the words out. (years later I asked her why and she told me she didn’t like my father…). I was also told not to go for higher education, as I wouldn’t get a proper job anyway, because of my stutter. Guess what. I became a teacher, headhunted, without a degree, and even teaching teachers.
I wish teachers would learn more about stuttering, just as they learn more about other disabilities. I would like for them to talk to the pupils and ask how they can help, as pupils themselves will not make that first move. I would invite a PWS to come to the class/school and talk to the students and teachers. I would like them to talk to the parents, as some children don’t stutter at home, but do so in school, and some parents won’t accept their child stutters. I want teachers to make sure the school have SLPs. And I want them to see situations through the stuttering student’s eyes and come up with adjustments.
Group assignments? Does the CWS get a chance to be heard? Maybe prepare a group that’s mindful and inclusive?
Raising hands? Maybe suggest that the student can point a finger when he knows and wants to speak, and raise a fist when he knows but can’t speak at that moment.
Reading out loud? Maybe a shorter passage? Not in alfabetic order? (But don’t let him skip and feel different or not capable.)
Careers choice? Not everyone stutters all the time. There are PWS who don’t stutter on the phone. There are PWS in most careers. What matters is you have the skill, the personality and the drive. If you do, stuttering might not be a hindrance. If you don’t, it’s not your job, regardless your speech.
Presentation? Maybe make a recording? Speak in front of a smaller group of friends or to the teacher only?
But do something. Don’t ignore it. Stuttering might not seem an issue to you, but you won’t know until you ask. You can literally change a student’s life, so try and be that person your student will forever thank you for your support.
Happy ISAD and keep them talking
Anita
Thank you for these interesting questions!
I had tons of schooling – including about 12 years of graduate studies in various fields. Generally speaking, teachers and professors (as well as fellow students) treated me well. My stuttering was quite severe through all those years. But nearly everyone around me respected me for my abilities – in academic knowledge and insights, creativity, and musical involvement.
I can honestly say I don’t recall a single negative reaction or comment from anyone in my elementary school class. They were all nice friendly kids, kind, patient, and respectful. It helped that a girl in my class also stuttered – so I wasn’t the only one. Also it was a neighborhood school, and families knew each other; that also helped. And the other kids looked up to me for intellectual and musical abilities, even though I could barely speak.
In public school, teachers often gave me a choice of an oral report or written report, when the other kids had to do oral reports. In these cases, I always chose the oral report option – I didn’t want to be different in that way.
In university environments, professors were usually fair to me. They altered requirements so I wouldn’t be judged on the basis of oral reports. In comprehensive exams, I was sometimes allowed to do a written report instead of an oral report (in these cases, I accepted the offer), or I was allowed extra time on an oral examination. In graduate seminars where everyone gave oral reports, I was often allowed to write out my reports and have another grad student read them. That was better for all concerned – as it saved time, and allowed the other students to focus on my material rather than my speech.
(I should note that this was largely before modern disabilities laws were in place, so universities weren’t legally required to make adjustments for me.)
Of course, there were exceptions – and there were some professors who had a negative view of my stuttering. But those exceptions were rare.