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'University?... Hell No!': Stammering through Education

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Title: 'University?... Hell No!': Stammering through Education
Language: English
Authors: Butler, Clare
Source: International Journal of Educational Research. 2013 59:57-65.
Availability: Elsevier. 3251 Riverport Lane, Maryland Heights, MO 63043. Tel: 800-325-4177; Tel: 314-447-8000; Fax: 314-447-8033; e-mail: JournalCustomerService-usa@elsevier.com; Web site: http://www.elsevier.com
Peer Reviewed: Y
Physical Description: PDF
Page Count: 9
Publication Date: 2013
Document Type: Journal Articles
Reports - Evaluative
Education Level: Higher Education
Postsecondary Education
Descriptors: Student Attitudes, Social Isolation, Educational Practices, Higher Education, Interpersonal Relationship, Disabilities, Teamwork, Stuttering, College Students, Academic Achievement
DOI: 10.1016/j.ijer.2013.03.002
ISSN: 0883-0355
Abstract: Little research has addressed the effect of having a stammer on academic achievement, specifically progression into higher education. This study spans six decades of educational practice and shows few differences in participants' experiences. They describe their education as occasions of scant interaction, spatial segregation and limited encouragement. This alongside an abundance of "tension", "humiliation" and a host of unasked questions, restricts their educational achievement and aspirations. Findings also offer insights into the possible long-term impact for students with other impairments or disabilities. These include their not being embedded in the educational networks, which may restrict their ability to develop the vital life skills of teamwork, persuasion and negotiation. The implications are considered using a frame of social exclusion. (Contains 1 table.)
Abstractor: As Provided
Entry Date: 2013
Accession Number: EJ1005537
Database: ERIC
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  Data: 'University?... Hell No!': Stammering through Education
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  Data: Elsevier. 3251 Riverport Lane, Maryland Heights, MO 63043. Tel: 800-325-4177; Tel: 314-447-8000; Fax: 314-447-8033; e-mail: JournalCustomerService-usa@elsevier.com; Web site: http://www.elsevier.com
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  Data: Little research has addressed the effect of having a stammer on academic achievement, specifically progression into higher education. This study spans six decades of educational practice and shows few differences in participants' experiences. They describe their education as occasions of scant interaction, spatial segregation and limited encouragement. This alongside an abundance of "tension", "humiliation" and a host of unasked questions, restricts their educational achievement and aspirations. Findings also offer insights into the possible long-term impact for students with other impairments or disabilities. These include their not being embedded in the educational networks, which may restrict their ability to develop the vital life skills of teamwork, persuasion and negotiation. The implications are considered using a frame of social exclusion. (Contains 1 table.)
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