single case study on discrimination in school for stuttering Introduction
for this study was submitted to the subject with problems of stuttering, a semi-structured interview that aimed to investigate the difficulties in communicating and understanding ideas in formal verbal during his schooling, and their implications from the perspective of social integration. This is a completely normal person, who is currently pursuing studies in Computer Science in Civil Engineering from the University of Ranchi, with a normal performance for the demands of the race. Procedure
identified one subject who stutter and he was invited to participate in a semi-structured to allow you to freely express their opinions. The interview was recorded. Theoretical Framework
school discrimination is any form of exclusion of students from the school culture. Various are the causes that lead from psychomotor factors, physical, cultural, ethnic, or socio-linguistic. This exclusion not only affects students, as well as families. However, from the social point of view, when we say that families participate in school culture, it means they have more "cultural capital", ie, are more in tune with the cultural patterns of teachers and administrators. Speak the same language. Conversely, when families, for various reasons, have little or nothing to contribute to school, is said to have less "cultural capital", which is very likely that their wards and children are discriminated against just like them.
discrimination may be located within the cultural and symbolic attachments of students. Socially, children and young people bring social patterns of discrimination, which reinforce the school through interactions with other children and youth. Within this context, stuttering and psychomotor disability factor is the cause of discrimination in school, especially among students. Discrimination, whatever their social expression, inevitably delays the learning of students who are discriminated against.
What is stuttering? Stuttering is part of the main problems of language and can be defined as a disruption of speech fluency characterized by various factors. Marchesi, Coll and Palacios (2002: 115) identifies the following phenomena associated with stuttering:
· disunited and syllable repetitions
·
· Words fragmented extensions (pauses within a word)
· Block
· circumlocutions
[1] Excess physical stress
Stuttering affects the whole person, may more appropriately described as a combination of loss of speech, behavior and communication. In this context, as Marchensi et al (2002: 116), is of utmost importance in establishing interaction in the social environment during the development of communication and language of the child. Consequently, the school can be stressful for some children in their peer relationships.
Stutterers recures in their interpersonal relationships to various strategies either for communication or to avoid it. In general, as a way of facilitating communication, using words stutterers whose articulation and pronunciation will be less complicated, or choose not to speak, which significantly restrict their intellectual growth.
addition to these behaviors, and unusual patterns of communication, many stutterers also have negative perceptions and feelings associated with their stuttering and themselves:
· Embarrassment stutterers often ashamed of their stuttering, often making many things to hide.
· Guilt: the UNDAF stutterers feel guilty for not being able to get what they think they could get if they could speak fluently.
· Frustration: stutter often feel frustrated by their inability to communicate effectively with others.
• Low self-esteem: stuttering often causes a feeling of futility.
Summary results
The study focused on discrimacionales aspects of the educational system and its implications for the socialization of the school.
The case of the subject with stuttering told in first person:
Since very little had problems with language, although language rather than communication. For example, I think my way through basic education, I think it was very good. In fact, I had the first places on the course, and so on. Now, as a kid from this school referred me a workshop of language, where language specialists saw me. This taught me some relaxation methods, and most of all also taught me to do things manual drawings. Language with words made me relax, relaxation of the nerves more than anything. The teachers treated me as a student more. Now, my colleagues were more unpleasant, and I mimicked bother me sometimes. And it made me feel very bad. Against this, the accused with some fellow teachers and I often remained silent. Now, my house never cared much about it. Most of all notes are concerned.
With respect to education On average, basic step, which was mixed, it was more difficult because I got to a high school industrial but men. My companions were heavier and I could do as two friends here. I had a friendship more effective in the third and fourth year. Now here I could not acknowledge. So it was rather a clash of manhood, you might say. This does not mean you have fought physically. Now, what was hard was when I had to lecture. In secondary education is more difficult for teachers to pay more support than one, because it assumes that one is more independent. Only a few teachers came to me for advice. In high school I never went to a workshop. Now, in terms of relationship with the opposite sex, I had no problems bond with a girlfriend.
After stopping there a pre-university did prepare for the aptitude test. Here I felt good because I found a teacher who was very good. This teacher was a psychologist and joined in activities such as playing ball. He was very welcoming. From there I went to college. It's terrible.
First of all came to see the issue of grants or loans and stuff, and that more than anything, I spoke with Don (...). Then I had to make arrangements for a scholarship given by the university partners. Well, I decided to study Civil Engineering in Computer Science. However, my desire was to follow architecture, but for economic affairs could not continue the race. Well, I came to college, my first moments were difficult. I believe that college life is really difficult for teaching more than anything, co .. There are too many partners, some are more emotional than others, some are heavier. However, one could say that almost did not bother me. Now when I knew I was going to have English, was extremely difficult. It has cost me, as I have been striving. I've tried and I've gone ahead. Never thought not exempt me in English.
Now, in all my education, I would say that where more I was upset was in middle school, mostly, by my peers. Now, from the point of view of view of my teachers, there I was treated differently by teachers. But in college I am treated equally. Now, I also felt discriminated against by the case of acne. That makes me withdraw from the people, by the discomfort you may feel towards people, by the attitude they may have.
Conclusion In conclusion, the subject studied, in one way or another, has felt discriminated against at various levels of education, such discrimination stemming largely from their own classmates. From this it follows that if classmates discriminate against others is because their school socialization process has been unable to instill the principle of coexistence and respect for diversity, ie the
"learn to live together", as pillar underlying the pedagogical act of socialization.
Moreover, it is noted here that, had it not been for the strong intrinsic motivation of the subject, would not have been possible to progress through the educational level and subsequent participation in various school obligations. This raises the need to establish a framework of equality before the formulation of objectives, incorporating, on a sound and progressive discovery and acceptance of others, ie non-discrimination to the diversity of people.
References
Marchensi, A., Coll, C., Palacios. J. (2002). Psychological development and education: developmental disorders and special educational needs. Madrid: Alianza Editorial.
What is stuttering? Retrieved October 19, 2005 in
http://www.educar.org/articulos/tartamudez.asp [1] word substitutions to avoid those that are problematic.
Author: Fernando Vera, Professor of English, MA in Educational Research and Master of Science in Education with a major in Educational Administration and Management (c).
