Variables Affecting Classroom Teachers' Understanding of Speech Disorders

Abstract
The present research investigated 10 variables that might affect classroom teachers' attitudes toward and understanding of children with speech disorders, the nature of such disorders, and remediation procedures. Data collected from 858 questionnaires indicated that one variable, whether or not the teacher had taken a basic course in speech remediation, was highly significant in all treatments. Three other significant variables were number of years' teaching experience, access to the services of a speech pathologist, and age.

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