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Recommended: Essay on stuttering
This paper will focus on the difficulties associated to stuttering in terms of education. Students and adults who stutter tend to develop insecurities based on social stigmas, which, in turn, can affect their education. As per Iverach, Rapee, Wong, & Lowe (2017), stuttering is a learning challenge pertaining to speech impairment whereby the fluency of speech is affected by involuntary disruptions, silences, stammers, or elongated syllables. Stuttering often occurs in childhood and usually goes away, but does not always; it occurs with a lifetime incidence of roughly four to five per cent. This topic is relatively significant as it affects up to one in twenty people. Moreover, it is an important topic to discuss as it can help to clear some of the air surrounding stuttering and other language challenges. Stuttering was chosen as the topic for this paper to further the …show more content…
As mentioned above, Sari & Gökdag (2017) state in their study that all the students surveyed suffer in language related courses (in this instance, Turkish language studies) due to anxiety pertinent to their condition. On the other hand, only one third of the students reported difficulty with math, which correlates well with the control group, who reported similar numbers. Most interestingly, none of the students reported any difficulties with their music classes, even when singing, because they find that they are comfortable singing and do not stutter. This is because students follow a definite rhythm and do not feel any different from regular students. All three studies (Boyle, 2017; Iverach et al., 2017; Sari & Gökdag, 2017) state that troubles related to education all stem from the public’s perception of people with stutters. In greater depth, it is stated that people with stutters can develop social anxiety disorder (S.A.D.) which can be characterised by an intense fear in performance-based situations (Iverach et al.,
In the film, Transcending Stuttering: The Inside Story, produced by Schneider Speech, the viewer was brought into the lives of seven individuals with a stutter. These individuals described their experiences with stuttering and how they have transcended the obstacles they have been faced with throughout their lives. The viewer was also given the opportunity to understand the powerful reality of both the low and high points that can be accompanied by stuttering.
The two types of aphasia discussed in class is non-fluent aphasia and fluent aphasia. Aphasia can occur when there is damage to the left hemisphere of the brain, which is the language center of the brain. People with non-fluent aphasia will say or sign random words, there will be little or no function words/signs, similar to the telegraphic stage of language development. People with fluent aphasia will be able to produce sentences with function words, but the sentences will contain miss-selected words/signs.
Communication is the very first thing one learns as soon as he or she is born, crying when something upsetting happens or laughing to show contentment. However, as one ages, they begin to realize that using words to express thoughts and feelings is a great deal harder than manipulating sounds and actions. Author Toni Bambara of “Raymond’s Run” and Lauren Tarshis of “Stuttering Doesn’t Hold Me Back” have similar views on the difficulty of speaking up. Bambara writes about a boy called Raymond who has Down Syndrome and communicates with others in a special way, as he cannot utilize his words. “Stuttering Doesn’t Hold Me Back” is an inspiring story regarding a young student facing the challenges of her disorder. Both writings consider the idea that we all have our own methods of conversing, and we need to accept and understand that it is normal.
Stuttering affects the fluency of speech. Stuttering is characterized by disruptions in speech sound productions, also known as a disfluency. Mostly, stuttering has a significant effect on some daily activities. Though some people have disfluency deficits only in certain situations. Some people limit their participations in different everyday activities because they are often embarrassed or sad about their situation and are concerned about how other's will react to stuttering. In stuttered speech repetitions of words or also of parts of words are included. Prolongations of speech sounds may also occur. It is a characteristic of some people who
This silent fear reflects that I grew up with a history of speech impediments. Spending countless hours as a child driving from one speech therapist to another, repeating a range of exercise from “fee-fi-fo-fum” to watching my tongue placement in a mirror, I was your
In “Why I Keep Speaking Up, Even When People Mock My Accent,” Safwat Saleem(2016), in an inspiring Ted Talk, emphasizes that maybe normal isn't really normal, Saleem talks about his life and growing up with a stutter and learning confidence. Although as a kid Saleem was bullied such as this example; “After some awkward silence, he goes, "Have you forgotten your name?" (Saleem 2016)And I'm still quiet. And then, slowly, all the other people in the room begin to turn toward me and ask, almost in unison,”(Saleem 2016) with this experience, he, later on, he found comfort in doing voice overs in his videos and disguising his voice to help him except his voice. As to find a norm in his voice
Tourette’s syndrome is a disorder where the affected individual will consistently exhibit “tics”. In the majority of cases these ticks are minor in character, it may just be the urge to blink, or make certain facial gestures. Less than 15% of individuals exhibit coprolalia, which is the unwarranted exclamations of profanities or other socially forbidden remarks. Perhaps those in our generation who are aware of Tourette’s syndrome have learned its symptoms through pop culture, which has glamorized (to some extent) the more severe cases of Tourette’s syndrome in YouTube videos or the animated satire of South Park. Most with Tourette’s syndrome have been diagnosed 5-8 years in childhood and experience the waning of the number and severity of tics by the time the graduate high school. For the most part, Tourette’s syndrome alone will not prevent an individual from success in the institutions of society, as it doesn’t affect the intelligence or capability of individuals. These cases, often called pure TS cases, are usually the exception. More often than not, sufferers of Tourette’s syndrome are more limited socially by common comorbid conditions like obsessive compulsive disorder and attention deficit hyperactivity disorders.
Blood, Blood, Maloney, Meyer, & Qualls (2007) examined the anxiety levels in adolescents who stutter to increase their understanding of the role of anxiety in stuttering across the lifespan. The participants were 36 students, chosen from public schools in Pennsylvania, who were in the 7th through 12th grade. However, only participants who have had treatment for their stuttering were included in the study. The control groups were chosen from public schools as well, and were chosen to match the stuttering participants in grade, gender, ethnicity and approximate age. To assess the stuttering severity of the participants, the Stuttering Severity Insturment-3 (SSI-3) was used. The outcomes classified the participants’ stuttering as either mild, moderate, severe, or very severe (profound). In measuring anxiety levels the researchers used the Revised Children’s Manifest Anxiety Scale (RCMAS)....
As most people know speech and language issues would only happen with children just learning to talk and tennagers in middle school to high school. The reasoning behind this is because most people don’t correct their children’s speech when they are first learning due to the fact that the parents or grandparents think it is to cute to correct, which only hurts the children more th...
During my demonstration speech, I was affected by my speech anxiety. Some of the viewable symptoms were the shaking of my hands and also the stuttering of speech. I was able to control myself and relax after I started getting into my information. I did use some of the suggested relaxation techniques to relieve my anxiety. Before I got up to speak I thought confident of myself to help give me courage and confidence.
She states, “I sort of lived to this idea that when I’m grown, I’ll have learned to speak French, and when I’m grown, I’ll learn how to manage my money, and when I’m grown, I won’t have a stutter, and then I’ll be able to public speak and maybe be the Prime Minister and anything’s possible and, you know.” The repeated phrase of, when I’m grown, emphasizes the fact that until now, she believed that her stutter would go away someday, just like the rest of those adolescent beliefs. There is also humor in this quote, and by making her audience laugh she creates a better listening environment. This speech’s persuasiveness was mainly dependent upon her personal efforts and experiences. Megan’s personality allowed her speech to be more persuasive, listeners could tell she felt very passionate about music. During the speech, Megan intentionally, as best as she could, avoided using words that started with the letter S or T. She knows that these tend to cause her stutter to happen. She also held her phone the entire time and read off the screen, which made it easier not to stutter. Throughout the entire speech, there were 57 or more stutters. However, as she ended her speech with the singing a song that she wrote, she did not stutter
Stuttering is a neurological disorder of communication, from which the normal flow of speech is disrupted by repetitions (neu-neu-neuro), prolongations (biiiii-ol-ooogy), or abnormal stoppages (no sound) of sounds and syllables. Rapid eye blinking, tremors of the lips and/or jaw, or other struggle behaviors of the face or upper body may accompany speech disruptions ((3)). Why does stuttering worsen in situations that involve speaking before a group of people or talking on the phone, whereas fluency of speech improves in situations such as whispering, acting, talking to pets, speaking alone, or singing ((1))? In ancient times, physicians believed that the stutterer's tongue was either too long or too short, too wet or too dry. Therefore, practitioners from the mid-1800s tried surgical remedies such as drilling holes into the skull or cutting pieces of the tongue out to eliminate stuttering (1).
Although constructs such as CA, communication reticence, and unwillingness-to-communicate have often been treated in literature as interchangeable, (McCroskey, 1982) particularly in earlier work, some researchers have found the need to distinguish between them. Reticence was originally thought of in relation to CA, particularly in connection with stage fright, and anxiety was identified as the causative agent that produced the characteristic behavior patterns. (McCroskey, 1977b; McCroskey, 1982) However during the 1970’s the constructs of reticence and CA evolved and changed to become quite disparate. According to McCroskey (1982) the contemporary view is that reticent people are those who do not communicate competently. Phillips (1984) further states that reticent people “avoid communication because they believe they will lose more by talking than remaining silent” (p.52). So while the construct of reticence was initially the same as CA, reticence is now perceived as a concept that represents a broad range of communicative incompetence while CA relates to communicative incompetence that stems fr...
Communication is very crucial in life, especially in education. Whether it be delivering a message or receiving information, without the ability to communicate learning can be extremely difficult. Students with speech and language disorders may have “trouble producing speech sounds, using spoken language to communicate, or understanding what other people say” (Turkington, p10, 2003) Each of these problems can create major setbacks in the classroom. Articulation, expression and reception are all essential components for communication. If a student has an issue with articulation, they most likely then have difficulty speaking clearly and at a normal rate (Turkington, 2003). When they produce words, they may omit, substitute, or even distort sounds, hindering their ability to talk. Students who lack in ways of expression have problems explaining what they are thinking and feeling because they do not understand certain parts of language. As with all types of learning disabilities, the severity can range. Two extreme cases of expression disorders are dysphasia and aphasia, in which there is partial to no communication at all (Greene, 435, 2002). Individuals can also have a receptive disorder, in which they do not fully comprehend and understand information that is being given to them. They can experience problems making sense of things. “Children may hear or see a word but not be able to understand its meaning” (National Institutes of Health, 1993, p1). Whether children have difficulty articulating speech, expressing words, receiving information, or a combination of the three, there is no doubt that the tasks given to them in school cause frustration. These children experience anxiety when...
According to a 2001 Gallup poll, “more than 40% of Americans fear public speaking than death”, I was shocked to learn this statistics that I was not the only one. As I was pondering about what to write on my essay for my favorite school, I thought about my own childhood experience.