Raising Awareness of Speech and Language Disorders among School Teachers: Helping teachers to recognize and support students with speech and language problems

Aim: The study aimed to assess teachers' general awareness, specific knowledge, attitudes, and practices regarding speech and language disorders. Method: A structured questionnaire was developed and validated, covering sections such as biographic data, general awareness, and specific disorders including voice, speech, and language. It was administered to 70 teachers. Results: The researchers analyzed the data using percentage analysis to determine the level of awareness among teachers. This method provides a clear representation of the distribution of responses. Key findings indicates that 84% of teachers are aware of speech and language disorders; however, gaps exist in their understanding of specific disorders. Teachers with more than 10 years of experience demonstrate greater awareness and more positive attitudes toward these children, however, 45% of teachers remain lack of knowledge about the characteristics of disorders such as articulation problems, stammering, and voice issues. While many teachers recognize the importance of speech therapy and refer children to speech-language pathologists, there is still a need for improved understanding of the specific causes and characteristics of these disorders. Conclusion: The findings suggest a need for targeted professional development focusing on increasing teachers' understanding of specific disorders such as articulation problems, stammering, and voice issues, as well as their causes, to better support children with speech and language difficulties in the classroom. Key words: Teachers, awareness, speech-language disorders, communication and delayed development