Perceptions of Speech Sound Disorders Among Future Educators: Implications for Inclusive Classrooms
Molloy Faculty Mentor
Hia Datta
Presenter Major
Speech Language Pathology and Audiology
Presentation Type
Oral
Location
H339, 3rd floor, Barbara H. Hagan Center for Nursing
Start Date
28-4-2025 7:15 PM
End Date
28-4-2025 7:22 PM
Description (Abstract)
This study explores how college students enrolled in a four-year education degree perceive and respond to children with Speech Sound Disorders (SSDs). SSDs affect how individual’s produce speech sounds, influencing communication and social interactions (McLeod et al., 2013). Since children with SSDs often face social stigma and biases from their peers and teachers (McLeod et al., 2013; Overby et al., 2007). It is imperative to understand perceptions of SSDs for teachers in training, in order to promote inclusive classroom environments. Specifically, we ask: How do college students majoring in education perceive and respond to individuals with SSD? We use an anonymous online survey for participants to rate audio recordings of children with SSDs and typical speech sourced from public websites, using Likert scales. Results will emphasize the need for increased awareness and training on SSDs in teacher education programs to ensure equal support and treatment for students with speech difficulties.
IRB #2277551 approved.
Keywords
Speech Sound Disorder, Children with SSD, College student perceptions, Education majors
Related Pillar(s)
Study
Perceptions of Speech Sound Disorders Among Future Educators: Implications for Inclusive Classrooms
H339, 3rd floor, Barbara H. Hagan Center for Nursing
This study explores how college students enrolled in a four-year education degree perceive and respond to children with Speech Sound Disorders (SSDs). SSDs affect how individual’s produce speech sounds, influencing communication and social interactions (McLeod et al., 2013). Since children with SSDs often face social stigma and biases from their peers and teachers (McLeod et al., 2013; Overby et al., 2007). It is imperative to understand perceptions of SSDs for teachers in training, in order to promote inclusive classroom environments. Specifically, we ask: How do college students majoring in education perceive and respond to individuals with SSD? We use an anonymous online survey for participants to rate audio recordings of children with SSDs and typical speech sourced from public websites, using Likert scales. Results will emphasize the need for increased awareness and training on SSDs in teacher education programs to ensure equal support and treatment for students with speech difficulties.
IRB #2277551 approved.
