Artifact #7: Pecha Kucha Presentation

I learned a lot from this artifact. I had never heard of a Pecha Kucha presentation let

alone put one together. I decide to do a Pecha Kucha presentation on stuttering. I did not know

much about stuttering so I thought this would be a good opportunity to learn more. Not only did

I learn a lot about stuttering, I also learned strategies I could use in my classroom. As educators,

it is very important to familiarize yourself with the different kinds of disabilities and more

importantly how to manage them in the classroom. By completing the Pecha Kucha

presentation, I learned that you should also educate the students in your classroom regarding the

disability. This way they have a better understanding as well and can be more empathetic.

Having the right tools and information allows you to work with the students in a respectful way

and in turn that makes the students feel comfortable within your classroom.

INTASC Standards

Standard #8: Instructional Strategies. The teacher understands and uses a variety of

instructional strategies to encourage learners to develop deep understanding of content areas and

their connections, and to build skills to apply knowledge in meaningful ways.

NYS Code of Ethics for Educators

Principle 2: Educators create, support, and maintain challenging learning environments

for all.

Educators apply their professional knowledge to promote student learning. They know

the curriculum and utilize a range of strategies and assessments to address differences. Educators

develop and implement programs based upon a strong understanding of human development and

learning theory. They support a challenging learning environment. They advocate for necessary

resources to teach to higher levels of learning. They establish and maintain clear standards of
behavior and civility. Educators are role models, displaying the habits of mind and work

necessary to develop and apply knowledge while simultaneously displaying a curiosity and

enthusiasm for learning. They invite students to become active, inquisitive, and discerning

individuals who reflect upon and monitor their own learning.

The Ontario Ethical Teacher Standard

Care - The ethical standard of Care includes compassion, acceptance, interest and insight for

developing students' potential. Members express their commitment to students' well-being and

learning through positive influence, professional judgment and empathy in practice.

TEAC/CAEP Claims 1-3

Claim 1: Medaille College graduates know the subject matter in their certification area(s).
Claim 3: Medaille College graduates are caring educators.
Council for Exceptional Children (ECE)
1. Using evidence, instructional data, research, and professional knowledge to inform
practice.
ISTE Standard
1. Learner - Educators continually improve their practice by learning from and with others
and exploring proven and promising practices that leverage technology to improve
student learning.
ILA Standard
Standard 4 - Diversity
Candidates create and engage their students in literacy practices that develop awareness,

understanding, respect, and a valuing of differences in our society.

Transcript

Medaille College
 Joanne Venerus

EDU 600 - Foundations of Special Education

March 4, 2018

Stuttering

Slide 1: Hello, my name is Joanne Venerus and this is my Pecha Kucha presentation on

stuttering.
Slide 2: What is stuttering? Stuttering is considered a fluency disorder. It is “a condition

marked by rapid-fire repetitions of consonant or vowel sounds, especially at the beginnings of

words, prolongations, hesitations, interjections, and complete verbal blocks” (Heward, Alber-

Morgan, & Konrad, 2017, p. 267).

Slide 3: There are three types of stuttering:

The first type of stuttering is developmental. Developmental stuttering is most common in

children younger than 5 years old as they develop their speech and language abilities and usually

resolves without treatment. This type of stuttering is more common in males (Healthline, 2017,

para. 2).

Slide 4: The second type of stuttering is neurogenic. Neurogenic stuttering is caused by signal

abnormalities between the brain and nerves/muscles (Healthline, 2017, para. 2).

Slide 5: The third type of stuttering is psychogenic. Psychogenic stuttering originates in the part

of the brain that governs thinking and reasoning (Healthline, 2017, para. 2).

Slide 6: Stuttering usually occurs in children between the ages of two to four and boys will

develop a stutter more so than girls.

Slide 7: What causes stuttering? Stuttering is usually hereditary. There could be other

developmental delays occurring and or they have a rapid rate of speech (Kids Health, 2013, para.

2).

Slide 8: Stuttering is situational. It usually occurs when a child is stressed. Examples of this

could be when they have to talk in front of a class, to parents or teachers, however when the

child is relaxed they may not stutter at all.

Slide 9: Stuttering is characterized by repeated words, sounds, or syllables and disruptions in the

normal rate of speech. For example, a person may repeat the same consonant like “K,” “G,” or
“T.” They may have difficulty uttering certain sounds or starting a sentence (Healthline, 2017,

para. 3).

Slide 10: The stress caused by stuttering may show up in the following symptoms:

 physical changes like facial tics

 frustration when attempting to communicate

 hesitation or pause before starting to speak

 refusal to speak

 And repetition of words or phrases (Healthline, 2017, para. 3).

Slide 11: As a teacher how can you manage stuttering within you classroom.

1. Don’t tell the student “slow down” or “ just relax.”

2. Don’t complete words for the student or talk for him or her.

3. Help all members of the class learn to take turns talking and listening.

4. Expect the same quality and quantity of work from the student who stutters as the one who

doesn’t (The Stuttering Foundation, 2018, para. 1).

Slide 12:

5. Speak with the student in an unhurried way, pausing frequently.

6. Convey that you are listening to the content of the message, not how it is said.

7. Have a one-on-one conversation with the student who stutters about needed accommodations

in the classroom.

8. Don’t make stuttering something to be ashamed of. Talk about stuttering just like any other

matter (The Stuttering Foundation, 2018, para. 1).

Slide 13: There are a few treatments for stuttering. There is speech therapy as well as electronic

devices. Unfortunately there is no medication to help children who stutter (Healthline, 2017,
para. 5).

Slide 14: Another way a teacher can help students who stutter is by creating a low stress

environment (Healthline, 2017, para. 5). This could be as simple as having a quiet area within

the classroom that a student could go to, to get away from the noise and chaos.

Slide 15: There are also different types of exercises for students. Breathing exercises,

progressive relaxation, slow speech exercise, and reading exercises are very effective in helping

students who stutter (Miller, 2017, para. 2-5). Maybe put on a zen den yoga clip after lunch to

help students refocus and relax.

Slide 16: There are many resources for teachers to utilize and they should consult the student

who stutters to see which resource or activity would best suit their needs as they know

themselves and what their triggers are. This will also make the students feel included within the

classroom.

Slide 17: What does this look like in the classroom?

1. Do establish speaking rules for students.

2. Do allow extra time for responses.

3. Do model a relaxed, unhurried tone and pace of speech.

4. Do show your students that it is what they say that interests you, not how they say

it. (Lynette, 2018, para. 7)

Slide 18:

5. Do talk matter-of-factly to your student.

6. Do call on your student who stutters early on in a discussion.

7. Do allow your student to participate in all classroom events. They want to be like
 everybody else.

8. Do share with other educators who work with your student. (Lynette, 2018, para. 7)

Slide 19: A teacher is also able to incorporate books in the classroom that provide information

on stuttering. Not only does this help educate the students who do not stutter but it will also help

the student who does stutter to feel included.

Slide 20: Resources: For teachers looking to find more information regarding stuttering, the

Stuttering Foundation is a great tool. They are a non -profit organization that provides a lot of

information on stuttering. They even mention a few famous people who stutter. Also, the book

“Glue fingers” is a great book as the underlying message is that you can do anything you want

even if your stutter!