Stuttering: Its Multi-Dimensional Impact on School Performance
Stuttering: Its Multi-Dimensional Impact on School Performance
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口吃：它对学校表现的多维影响
DOI：
10.1044/sbi3.2.20
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发表时间：
2002
期刊：
影响因子：
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通讯作者：
N. Ribbler
中科院分区：
文献类型：
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作者：
N. Ribbler
在第二种情况下，SWS在成绩单上取得了足够的成绩，并在标准化考试中取得了及格分数。在这种情况下，言语病理学家将需要解决课堂讨论参与度下降、口头陈述困难、口语阅读能力受到干扰以及不愿参与合作学习项目等问题。所有这些问题都会影响学生的学业能力。在某些情况下，SWS可能会取得不错的成绩，因为老师在口头活动中提供了便利。也许SWS在书面作业上表现出优势，在笔试中表现出色。学生的口语和书面能力之间可能存在差异，这可能不会反映在成绩单成绩和标准化测试分数上。在这种情况下，学生的住宿受到IEP的法律保护是学生的权利。演讲语言病理学家有责任建议IEP团队关注成绩和测试成绩之外的问题，这一要求可以追溯到PL 94-142。
In Scenario Two, the SWS is achieving adequate grades on the report card and passing scores on standardized tests. In this situation, the speech-language pathologist will need to address the issues of decreased participation in classroom discussions, difficulties giving oral presentations, interference with oral reading ability, and reluctance to participate in cooperative learning projects. All of these issues affect a student’s scholastic competency.In some cases, the SWS may be achieving decent grades because the teacher is providing accommodations in verbal activities. Perhaps the SWS shows a strength in written assignments and performs well on written tests. A discrepancy may exist between the student’s oral and written abilities, which may not be reflected on report card grades and standardized test scores. In this case, it is the student’s right to have his/her accommodations legally protected by the IEP. It is the speechlanguage pathologist’s responsibility to advise the IEP team to look beyond grades and test scores, a mandate in Federal law dating back to PL 94-142.