CAT GOT YOUR TONGUE?
An Internet WebQuest on Children Who Stutter

created by Savita Bissoondatt
Charles W. Flanagan High School

Introduction | The Task | The Process & Resources | Conclusion | HyperText Dictionary



Introduction

Children who stutter only have one more thing to add on to their lists of things to worry about. Stuttering can affect children in different ways, but they need to know that there is nothing wrong with stuttering, and that they are not alone. They also definitely need to realize that their stuttering is not their fault. Over three million people in America stutter. And it happens four to five times more in males than in females. It has even happened to many well known people like Issac Newton, Marlyn Monroe, Bruce Willis, and Charles Darwin. Not knowing how to deal with stuttering is a thing of the past, and even though there is no cure, it has definitely become something with which our generation is able to work with.




The Quest

Being an individual in the life of a child who stutters, what has proven to be the best way of dealing with the child?




The Process and Resources

In this WebQuest you will be working together with a group of students in class. Each group will answer the Task or Quest(ion). As a member of the group you will explore Webpages from people all over the world who care about Children Who Stutter. Because these are real Webpages we're tapping into, not things made just for schools, the reading level might challenge you. Feel free to use the online Webster dictionary or one in your classroom.

You'll begin with everyone in your group getting some background before dividing into roles where people on your team become experts on one part of the topic.

Choose from one of the following projects below:

1. CREATE A POWERPOINT PRESENTATION

From Background choose two websites and create an eight slide powerpoint presentation. The powerpoint presentation should entail basic facts about stuttering. Your powerpoint should also have basic facts that pertain to each of the four perspectives.

2. CREATE A BROCHURE FOR CHILDREN

Create a tri-fold brochure for children. This brochure should include pictures and basic information about stuttering, make it as fun as you can! In the brochure also include FAQ (frequently asked questions) that children and even parents have about stuttering, and include the answers to these questions. Have at least 10 questions and answers in the brochure. You can find information for this project from clicking on the links under Phase 2
Dealing with it- Stuttering For Children.

3. CREATE A POSTER

You will find three famous people who have a stuttering problem. This information is provided for you by clicking on the links under Phase 1. Create a poster that includes pictures and information about the famous person which whom you have picked. This poster will show that even though these people have a stuttering problem, they were still able to lead a normal life and become successful.

4. CREATE A FILL IN THE BLANK WORKSHEET

This worksheet should include general information about stutering that pertain's especially to teacher's. Go through any of the websites I have provided for you and create questions that will thoroughly teach people about stuttering. You should have at the least twelve questions. You may consider including a word bank with the correct answers to these questions. You can make this as easy or as hard as you'd like, as long as the worksheet educates people on the subject you are teaching.

Phase 1 - Background: Something for Everyone

Use the Internet information linked below to answer the basic questions of who? what? where? when? why? and how? Be creative in exploring the information so that you answer these questions as fully and insightfully as you can.

Phase 2 - Looking Deeper from Different Perspectives

INSTRUCTIONS:

1. Individuals or pairs from your larger WebQuest team will explore one of the roles below.

2. Read through the files linked to your group. If you print out the files, underline the passages that you feel are the most important. If you look at the files on the computer, copy sections you feel are important by dragging the mouse across the passage and copying / pasting it into a word processor or other writing software.

3. Note: Remember to write down or copy/paste the URL of the file you take the passage from so you can quickly go back to it if you need to to prove your point.

4. Be prepared to focus what you've learned into one main opinion that answers the Big Quest(ion) or Task based on what you have learned from the links for your role.

FACTS ABOUT STUTTERING

Use the Internet information linked below to answer these questions specifically related to Facts About Stuttering:

1. What is fluent speech?

2. What is the definition of stuttering?

3. What are the primary characteristics of stuttering?

4. What are the secondary characteristis of stuttering?

5. Explain the Anticipatory and Struggle Behavior Theory, and explain it's three primary sub theories.

6. Explain the breakdown theroy, and explain it's three primary sub theories.

7. Explain the Capacities and Demands Theory.

8. Explain the Cybernetic Theory.

9. Explain the Learning Theory, and explain it's five sub theories.

10. Name the two categories in which treatment approaches generally fall into, and explain each category.

11. How many people in America stutter?

12. Who is most susceptible of stuttering?

13. What causes stuttering?

14. How old are children when they begin to stutter?

15. Can stuttering be cured? Why or why not?

16. When are people who stutter most fluent?

17. Who can help people who stutter?

18. Is stuttering caused by emotional or psychological problems?

19. When speaking with a person who stutters should you correct their speech or finish their sentence? Why or why not?

  • 'Stuttering Project' - 'Fluent speech is smooth, forward-moving, unhesitant and effortless speech. A 'disfluency' is any break in fluent speech. Everyone has disfluencies from time to time. The average person will have between 7-10% of their speech disfluent. These disfluencies are usually word or phrase repetitions, fillers (um, ah) or interjections'

DEALING WITH IT- STUTTERING FOR CHILDREN

Use the Internet information linked below to answer these questions specifically related to
Dealing with it-Stuttering for children:

1. What is stuttering?

2. What makes you stutter?

3. Why do some people tease all the time?

4. What should I do when people tease me?

5. What are some other things I can do that might help some people from teasing me?

6. Why do I stutter sometimes and not at other times?

7. Why do some people make me stutter?

8. Can you ever stop stuttering?

9. What are some ways I can help other people learn more about stuttering?

10. How do you remember to use good speech in school, do you have any tips?

11. Where can I learn some more about stuttering?

  • Information and FAQs about Stuttering for Kids - These are some questions kids who stutter ask a lot - or get asked a lot. Maybe you would like to send in some other questions that we can use to make a FAQ - that is a place where questions that get asked a lot, get answered. It stands for Frequently Asked Questions. Below are some questions kids who stutter ask a lot - or get asked a lot.

DEALING WITH IT- STUTTERING FOR PARENTS

Use the Internet information linked below to answer these questions specifically related to
Dealing with it- Stuttering for parents:

1. Give examples of some disturbances that occur when stuttering?

2. Since stutterig is viewed as a developmental problem, at what age do children usually start to stutter?

3. What is the difference between stuttering and normal nonfluency?

4. Give five examples of ways to positively react to a child's normal nonfluency.

5. Why is it important not to give unusual attention to a child's natural nonfluencies?

6. Explain how listener loss is a situation which promote's dysfluency.

7. Explain how interruption is a sitution which promote's dysfluency.

8. Explain how competition is a situation which promote's dysfluency.

9. Explain how time pressure is a situation which promote's dysfluency.

10. Explain how display speech is a situation which promote's dysfluency.

11. Explain how demand speech is a situation which promote's dysfluency.

12. Explain how natural emotions is a situation which promote's dysfluency.

13. Explain how excitement is a situation which promote's dysfluecy.

14. Give ten examples of ways to help parents and care givers manage a child's stuttering.

15. As a parent what is the first thing you should do as far as getting help?

16. Explain what the Public Law 94-142 states.

17. Finish the sentence 'Speech is a motor skill...'

18. Why is it important for the parent's or care giver's to have realistic expection's of their child's speech problem?

19. Give six examples of some suggestions on how to deal with your child given to us by Dorvan Breitenfeldt, Ph.D., from Eastern Washington University.

20. Give six examples of some suggestions on hw to deal with your child givenm to us by Peter Ramig, Ph.D., of the University of Colorado in Boulder.

  • 'The Child Who Stutters- Parents Guide' - 'The following Parents' Guide was written by Julie Mazzuca-Peter, a Speech-Language Pathologist for the Metropolitan Separate School Board, and published in 1989 as one of a series of guides for the Special Programs Department in Toronto, Ontaria, CA'
  • 'A Guide For Parents Of Children Who Stutter' - 'Families of children who stutter have a number of common questions and concerns. The NSA's Guide for Parents has been put together to answer these as best we can.'

DEALING WITH IT- STUTTERING FOR TEACHERS

Use the Internet information linked below to answer these questions specifically related to
Dealing with it- Stuttering for teachers:

1. If the teacher is concerend that there may be a problem of stuttering developing in a child, what should the teacher do?

2. If a child does have a stuttering problem, how should the child be expected to participate in class?

3. As you are asking questions in the classroom, you can do certain things to make it easier for a child who stutters. What are these things?

4. Give an example of a good way to help a child who stutters feel more comfortable when having to read in class.

5. Give four examples of ways to deal with a child when it comes to him/her beig teased in class.

6. Give nine tips for talking with a child who stutters.

  • Notes To The Teacher - The material in this website was updated by Lisa Scott Trautman, Ph.D. Florida State University.

Phase 3 - Debating, Discussing, and Reaching Consensus

You have all learned about a different part of Children Who Stutter. Now group members come back to the larger WebQuest team with expertise gained by searching from one perspective. You must all now answer the Task / Quest(ion) as a group. Each of you will bring a certain viewpoint to the answer: some of you will agree and others disagree. Use information, pictures, movies, facts, opinions, etc. from the Webpages you explored to convince your teammates that your viewpoint is important and should be part of your team's answer to the Task / Quest(ion). Your WebQuest team should write out an answer that everyone on the team can live with.

Phase 4 - Real World Feedback

You and your teammates have learned a lot by dividing up into different roles. Now's the time to put your learning into a letter you'll send out for real world feedback. Together you will write a letter that contains opinions, information, and perspectives that you've gained. Here's the process:

1. Begin your letter with a statement of who you are and why you are writing your message to this particular person or organization.

2. Give background information that shows you understand the topic.

STATE THE TASK / QUEST(ION) AND YOUR GROUP'S ANSWER.

3. Each person in your group should write a paragraph that gives two good reasons supporting the group's opinion. Make sure to be specific in both the information (like where you got it from on the Web) and the reasoning (why the information proves your group's point).

4. Have each person on the team proofread the message. Use correct letter format and make sure you have correctly addressed the email message. Use the link below to make contact. Send your message and make sure your teacher gets a copy.

Your Contact is: Ms. Anne Lerner




Conclusion

In conclusion, you can see that dealing with children and their stuttering problems, have really come a long way. Now a days chilren who stutter have so much more support. Whether this support comes from the child's parents, peer's or teacher's, it is all around them. And because of this support alone, a child will be able to cope with their dysfluency and lead a healthier life. This webquest gives an abundance of information which you are able to take with you and use in your everyday life of dealing with children who stutter.



 created by Filamentality Content by Savita Bissoondatt, sissy09278@aol.com
http://www.kn.pacbell.com/wired/fil/pages/webchildrensa.html
Last revised Sun May 5 17:16:30 US/Pacific 2002