<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0871-9187</journal-id>
<journal-title><![CDATA[Revista Portuguesa de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Port. de Educação]]></abbrev-journal-title>
<issn>0871-9187</issn>
<publisher>
<publisher-name><![CDATA[Centro de Investigação em Educação. Instituto de Educação da Universidade do Minho]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0871-91872022000100132</article-id>
<article-id pub-id-type="doi">10.21814/rpe.18383</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Teachers&#8217; perceptions of the impact of stuttering on the daily life of their students who stutter]]></article-title>
<article-title xml:lang="pt"><![CDATA[Perceções dos professores sobre o impacto da gaguez no quotidiano dos seus alunos que gaguejam]]></article-title>
<article-title xml:lang="fr"><![CDATA[La perception des professeurs concernant l&#8217;impact du bégaiement au quotidien de leurs élèves bégues]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rocha]]></surname>
<given-names><![CDATA[Mónica S.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rato]]></surname>
<given-names><![CDATA[Joana R.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Yaruss]]></surname>
<given-names><![CDATA[J. Scott]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Católica Portuguesa Institute of Health Sciences ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Católica Portuguesa Centre for Interdisciplinary Research in Health ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Michigan State University  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>USA</country>
</aff>
<pub-date pub-type="pub">
<day>30</day>
<month>06</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>30</day>
<month>06</month>
<year>2022</year>
</pub-date>
<volume>35</volume>
<numero>1</numero>
<fpage>132</fpage>
<lpage>150</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S0871-91872022000100132&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S0871-91872022000100132&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S0871-91872022000100132&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Stuttering is a neurodevelopmental disorder involving interruptions in the flow of speech. The reactions of listeners and others in a child&#8217;s environment could affect how children perceive their stuttering. Children experience many of their everyday social situations in the school context. Because it might be hard for children who stutter to deal with communication in the school setting, it is essential to know how teachers perceive the impact of stuttering on their students. In this study, we collected data about teachers&#8217; perceptions of the impact of stuttering on Portuguese children who stutter using an adaptation of the European Portuguese translation of Overall Assessment of the Speaker&#8217;s Experience of Stuttering (OASES-S-PT). Participants were 27 teachers and their students who stutter (n=27; mean age=9.0 mos., SD=1.8 mos.), recruited from different cities in Portugal. In general, teachers perceived the overall impact of stuttering in their students&#8217; lives as mild-to-moderate. Our results did not reveal any statistically significant differences between the teachers&#8217; perceptions of the impact of stuttering and the students&#8217; self-reports. Still, there was no statistically significant correlation between the students&#8217; impact scores and the teachers&#8217; impact scores. Teachers were unable to rate several items on the instrument, which indicates that they were unfamiliar with some aspects of the children&#8217;s experiences with stuttering. This finding highlights the need to integrate teachers into therapy programs to increase support within the environment of for children who stutter.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A gaguez é uma perturbação do neurodesenvolvimento que afeta a fluência normal do discurso. A forma como os outros percecionam a gaguez e como reagem à perturbação pode afetar a forma como as próprias crianças percecionam a sua gaguez. As crianças têm grande parte das suas experiências sociais na escola e para as crianças que gaguejam pode ser difícil lidar com a comunicação pelo que torna-se essencial perceber como é que os professores percecionam a gaguez. Neste estudo, recolhemos dados acerca das perceções dos professores acerca do impacto da gaguez nas crianças portuguesas, através de uma adaptação da versão Portuguesa do instrumento: Avaliação Global da Experiência da gaguez pela pessoa (OASES-S). Participaram no estudo 27 professores e os seus alunos que gaguejam (n= 27; média de idade =9.0 anos; DP= 1.8), que foram recrutados de diversas cidades em Portugal. No geral, os professores percecionaram o impacto da gaguez na vida dos seus alunos como: ligeiro-a-moderado. Não se verificaram diferenças estatisticamente significativas entre as perceções dos professores acerca do impacto da gaguez e a auto-perceção dos alunos. Contudo, não se verificou correlação entre as pontuações de impacto dos professores e dos alunos. Além disso, os professores não responderam a alguns dos itens do questionário, o que indica que os professores estão pouco familiarizados com alguns aspetos relacionados com as experiências das crianças e a gaguez, o que enfatiza a necessidade de uma melhor integração dos professores nos programas terapêuticos de forma a aumentar o apoio fornecido em contexto escolar às crianças que gaguejam.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[RÉSUMÉ Le bégaiement est un trouble neurodéveloppemental qui affecte la parole. La manière dont les autres perçoivent le bégaiement et réagissent à ce trouble peut influencer la façon dont les enfants perçoivent leur bégaiement. Les enfants ont la plus part de leurs expériences sociales à l'école. Et pour les enfants bègues la communication peut être difficile. Alors c&#8217;est essentiel de connaître la perception des professeurs vis-à-vis du bégaiement. Pour cette étude, nous avons assemblé des donnés concernant la perception des professeurs sur l'impact du bégaiement pour les élèves portugais, au moyen d'une adaptation de la version portugaise de l'instrument: Évaluation Global de l&#8217;Expérience du Bégaiement par l'Individu (OASES-S). Le nombre de participants à l&#8217;étude était de 27 professeurs et leurs élèves bègues (n=27 ; age moyen = 9,0 d=1,8) ont été évalué dans plusieurs écoles du Portugal. De manière générale, les professeurs perçoivent l'impact du bégaiement dans la vie scolaire de l&#8217;élève comme étant : légère ou modéré. Des différences statistiques significatives n'ont pas été vérifié entre la perception des professeurs sur l'impact du bégaiement et l'autoperception des élèves. Cependant, il n'y a pas de corrélation entre les évaluations sur l'impact des élèves et celles des professeurs. Ces derniers n'ont pas répondu à tous les items du questionnaire ce qui indique que les professeurs sont peu familiarisés avec certains aspects en rapport avec l'expérience des enfants et le bégaiement, cela démontre le besoin d'une meilleur intégration des professeurs dans les programmes thérapeutiques de manière à améliorer le soutien apporté aux enfants bègues.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Stuttering]]></kwd>
<kwd lng="en"><![CDATA[Quality of life]]></kwd>
<kwd lng="en"><![CDATA[Teachers&#8217; perception]]></kwd>
<kwd lng="en"><![CDATA[School-age children.]]></kwd>
<kwd lng="pt"><![CDATA[Gaguez]]></kwd>
<kwd lng="pt"><![CDATA[Perceção dos professores]]></kwd>
<kwd lng="pt"><![CDATA[Crianças em idade escolar]]></kwd>
<kwd lng="pt"><![CDATA[Qualidade de vida.]]></kwd>
<kwd lng="fr"><![CDATA[Bégaiement]]></kwd>
<kwd lng="fr"><![CDATA[Perception des professeurs]]></kwd>
<kwd lng="fr"><![CDATA[Enfants en age scolaire]]></kwd>
<kwd lng="fr"><![CDATA[Qualité de vie.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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