EDES103 Understanding Learners and Their Contexts

The essay critically defines the theoretical perception of stuttering and responding to its impact on language difficulties among infants and adolescents’ achievements and learning. The essay focuses on individuals in Australia and their language integration and experience with stuttering thus, developing an understanding of the language impairment that they experience. According to Lefort and other researchers (2021), Australians in 1 out of 100 stutter where children between the age of 2 and 4, start facing the problem. The essay focuses on this issue in Australia where the perception of stuttering is analysed in terms of the minimal differences cross culturally, the significant difference in an ordinary speech production and stuttered production. They feel daily challenge in terms of educational, social, personal, emotional factors and others where the interventions developed on the global scale is evaluated, the essay proposed effective understanding and suggestions towards controlling or managing the stuttering.

The responses to the language difficulty such as stuttering on individual’s achievement and learning is discussed in terms of facing sound distorting, repetitions and blocking.  When examining the way development in the children or the adolescents, it can be stated that the processing of the learning in them by including the challenge that stuttering pose can be explained in terms of trajectories where the disfluency in the individual and their speech. According to the World Health Organization, the disability, the functionality and the health of an individual is analysed based on the negative impacts of stuttering considering both environmental and individual contexts are responsible. According to Mawson, Radford and Jacob (2016),  1% of the general population stutters and in children, almost 8 to 11% of them stutters. This fact contributes to the understanding of the causes such as birth related trauma, perinatal outcomes and other functional and structural abnormalities in the psychological or cognitive infrastructure of the brain. The evidence supports the fact that these aspects such as trauma or shock impacts children more than adults leading to the persisting of the neuro-motor disorder (Wozniak, 2021). The concept of chronic stuttering develops from the hypoxic-ischemic injury making it correlative to the manifestation of the speech motors. Current challenges as established by Donaghy and Smith (2016), are due to the experiencing of trauma or severe shock therefore, it can be identified and evaluated based on the developmental program that contributes to the interventions.

According to Watts and other researchers (2015), the research into the English language in Victoria Study effectively focuses on the collection of data from the sample of community of 1910 children. The children are participants who have divided into two groups, 181 children have a history of stuttering while there are 1438 children without any history of stuttering. The evaluation of the findings shows that the participants with a history of stuttering fell short in terms of performance in four categories out of seven the language performance criteria. This defines that understanding that they experience challenges leading to ineffective performance due to their lower acquisition and implementation factors of language and communication skills. The areas of development that can be discussed in terms of linguistic and phonetic representation are that they face blocks which are interruptions in speeches, prolonged sounds impact the speech as well as repetitive production of words, sounds or syllables takes place (Packman & Attanasio, 2017). The physical areas where stuttering of an individual impacts their growth in terms of their skills are the inability to speak smoothly, tensing of facial muscles or struggling to speak. The emotional aspect is where they suffer from psychological anxiety leading to them feeling ashamed or reacting abnormally to the way people interact or communicate with them. The social and the personal level impacts that the individual with stuttering experience are the way intimate relationships might get impacted negatively. It can be stated that individuals often suffer from issues such as anxiousness as well as suffer from self-image, perception of others as well as issues in the employment opportunities (Nippold, 2019).

The developmental issue identified in this essay is stuttering and it is analysed in the cultural group of Australians based on the challenges and the language impairment they face. The essay seeks to identify the theoretical representation of the issue due to which stuttering takes place among infants, children and adolescents. According to Donaghy and Smith (2016), he evidence that can be cited in terms of supporting the theory of stuttering and its practical implications are direct treatments in the form of fluency progress where the two elements such as operant method and motoric practice thus developing a stutter-free speech. Another effective program, the Lidcombe program that contributes to the interventions where investigation into the way the individuals suffer through stuttering should have effective verbal contingencies in the long term. The temperament of the child or an individual having stuttering issues must be identified in terms of their conversation (Nang et al., 2018). The assessment that is developed essentially incorporates the empirical justification and trigger points that can them be identified in terms of their social or linguistic origin. This helps in developing a perspective towards the developmental aspects where theory of Piaget, informing of cognitive development integrates the way the children or the individual can work on their stuttering issues (Onslow & Kelly, 2020).

The impact of the stuttering issue on adolescent or a child’s development and learning is evaluated in terms of long term effective such as feeling anxiety and raised questions on one’s self esteem. It has been observed that the misguided perception of children and individuals are developed due to the social integration of judgement for people who stutters. An individual’s issue with confidence and their individual traumatic experiences and experiencing of social exclusion develops a negative perception of their selves. This is where misguided parental attitudes also leads to individual experiencing stuttering due to all these impacts. According to Lefort and other researchers (2021), t is the perception of the public in Australia towards stuttering where the attitudes of the individuals are impacted due to the negative stereotypes. The stereotypes that are developed in terms of establishing the participants whose responses are evaluated in terms of exploring the attitudes of identifying the variables, which actually impacts the way people with stuttering carry themselves. The cross sectional study performed based on the factors such as educational level, gender, age, employment status, country of birth and others informing of the way the knowledge among people are analysed in terms of these individuals being nervous and excitable. The aspects that are identified in terms of being fearful and shy is analysed in terms of employment where positive attitude is required to manage children and adolescents who have stuttering disorder (Druker et al., 2020).

The suggestions for catering to the educational setting for the stuttering individuals of Australia can be established in terms of developing an effective home and classroom environment which contributes to the temperament of the child or the individual having stuttering. According to Kraft, Lowther and Beilby (2019), there are individuals who suffer from overt stuttering severity can be evaluated to understand the ways that can be used to effectively implement ways to treat or control it. the compound and combined effects of the factors that are directly impacting the severity of the stuttering through developmental stuttering disorder directly impacting the speech fluency. The research analysed the perception and integration of speech elements in 69 North American Children whose stuttering is analysed in terms of validating their severity. The findings suggests that stuttered speech severity where the ratings is reflected in the clinical implications that shows that the culmination of the stuttering requires attention control from the individual. The emotional response to the salient stimuli provided by teachers and parents are used to develop emotional and behavioural responses. For children, the important fact that must be identified is the emotional triggers so that they can be resolved in terms of developing strategies such as forward-moving speech, emotional regulation and others (McDevitt et al., 2010).

In conclusion, the fundamental changes that must be integrated in terms of practices and decisions where the individual or child experiences stuttering must be intervened with effective therapy and activities. These activities are mostly development theory activity where the cognitive practices contributes to the treatment of long term implications of stuttering. Chronic stuttering can be treated in helping individual understand their self-esteem and helps them not experience anxiety. it is also important to state that the confidence issues that individuals often face is treated with effective interaction and communication. The stereotypes that are established must not be practiced and judgement should not be passed so that the psychological, social and emotional development in the individual or the child can be effectively performed.

References

Donaghy, M. A., & Smith, K. A. (2016). Management options for pediatric patients who stutter: current challenges and future directions. Pediatric health, medicine and therapeutics, 7, 71.

Druker, K., Mazzucchelli, T., Hennessey, N., & Beilby, J. (2020). An evaluation of an integrated stuttering and parent-administered self-regulation program for early developmental stuttering disorders. Journal of Speech, Language, and Hearing Research, 63(9), 2894-2912.

Kraft, S. J., Lowther, E., & Beilby, J. (2019). The role of effortful control in stuttering severity in children: Replication study. American Journal of Speech-Language Pathology, 28(1), 14-28.

Lefort, M. K., Erickson, S., Block, S., Carey, B., & Louis, K. O. S. (2021). Australian attitudes towards stuttering: A cross-sectional study. Journal of Fluency Disorders, 69, 105865.

Mawson, A. R., Radford, N. T., & Jacob, B. (2016). Toward a theory of stuttering. European neurology, 76(5-6), 244-251.

McDevitt, T. M., Ormrod, J. E., Cupit, G., Chandler, M., & Aloa, V. (2010). Child development and education. Upper Saddle River, NJ: Merrill.

Nang, C., Hersh, D., Milton, K., & Lau, S. R. (2018). The impact of stuttering on development of self-identity, relationships, and quality of life in women who stutter. American journal of speech-language pathology, 27(3S), 1244-1258.

Nippold, M. A. (2019). Language development in children who stutter: A review of recent research. International journal of speech-language pathology, 21(4), 368-376.

Onslow, M., & Kelly, E. M. (2020). Temperament and early stuttering intervention: Two perspectives. Journal of fluency disorders, 64, 105765.

Packman, A., & Attanasio, J. S. (2017). Theoretical issues in stuttering. Routledge.

Watts, A., Eadie, P., Block, S., Mensah, F., & Reilly, S. (2015). Language ability of children with and without a history of stuttering: A longitudinal cohort study. International Journal of Speech-Language Pathology, 17(1), 86-95.

Wozniak, A. (2021). Cross-Cultural Comparison of Public Attitudes and Adverse Impact of Stuttering (Doctoral dissertation, Michigan State University).

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