Özet:

School age children, spend most of their time in school, and teachers play an important role in their lives. It is mentioned that teachers' being knowledgeable about stuttering and having open attitude towards stuttering may have a central role in reducing the peer bullying that students with stuttering may be exposed to. The aim of this study is to examine the awareness levels of primary school teachers about stuttering and peer bullying. 220 primary school teachers from different cities of Turkey participated in this survey method study. A survey prepared by the researchers by scanning the relevant literature, was used as a data collection tool. The survey consists of 37 items and three subsections. Mann Whitney U and Kruskall Wallis H-Tests were used to examine whether the teachers' awareness of stuttering differed according to various variables, since the assumption of normal distribution was not met. Content analysis was also applied to analyze the two open-ended questions. The results of this study show that teachers' awareness levels of stuttering and peer bullying should be increased. In addition, the level of awareness of the teachers who did research on stuttering, and the female teachers is significantly higher compared to the the teachers who did not do the research and the male teachers on stuttering. It is thought that implementing education programs about stuttering and peer bullying for teachers within the scope of pre-service and in-service training may have positive effects on school-age stuttering management. Based on the results of this study; the educational contents prepared for teachers should include causes and multidimensional nature of stuttering, false facts about stuttering, psychosocial problems and/or ADHD aspects that may accompany stuttering, appropriate classroom strategies for students who stutter and peer bullying management.

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