Beyond the Visible: Helping Students Look Beyond the Disfluency My assigned task is to suggest ways to help students to “go beyond the hash-marks,” and to go beyond the overt characteristics of stuttering. How can we help students to better understand the inner world of the person who stutters? How can we help students get below the surface ... Article
Article  |   December 01, 2001
Beyond the Visible: Helping Students Look Beyond the Disfluency
Author Affiliations & Notes
  • Stephen B. Hood
    The University of South Alabama Mobile, AL
Article Information
Articles
Article   |   December 01, 2001
Beyond the Visible: Helping Students Look Beyond the Disfluency
SIG 4 Perspectives on Fluency and Fluency Disorders, December 2001, Vol. 11, 5-8. doi:10.1044/ffd11.4.5
SIG 4 Perspectives on Fluency and Fluency Disorders, December 2001, Vol. 11, 5-8. doi:10.1044/ffd11.4.5
My assigned task is to suggest ways to help students to “go beyond the hash-marks,” and to go beyond the overt characteristics of stuttering. How can we help students to better understand the inner world of the person who stutters? How can we help students get below the surface structures of stuttering and get down to what Walt Manning has referred to as the deep structures of stuttering (Manning, 1999)?
The topic of how best to educate students about stuttering, and how best to educate students about persons who stutter, is timely and important. One reason for this is the tragic de-emphasis on stuttering that has resulted from the 1993 ASHA decision to no longer require specific academic and clinical experiences in the area of fluency disorders (Yaruss, 1999; Yaruss & Quesal, under review).
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