Abstract
This study presents an investigation on characteristics of stammering and fluency enhancing strategies used by teachers in Kibirigwi Special School. The first objective of this study was to describe characteristics of stammering in pupils who stammer. The second objective was to investigate stammering severity in these pupils and finally to determine fluency enhancing strategies the teachers adopt to improve fluency in pupils who stammer. In this study the ex post facto research design was used and the sampling method used was purposive sampling. The data was then collected through observation and recording. The data was analyzed using Stuttering Severity Instrument-4 by Riley (2009) and the Covert Repair Theory (1993) by Posta and Kolk to determine phonological characteristics present in the speech of pupils who stammer. In addition, Anticipatory Struggle Theory (1981) by Bloodstein was used to determine fluency enhancing strategies and develop data collection tools. The analyzed data was presented through percentages and frequency tables. The findings of this study were; pupils who stammer display characteristics of stammering which include repetition, blocks and prolongation which, in a number of observations are accompanied by physical concomitants. The severity of the stammer ranged from very mild to very severe. It has also been noted that teachers adopt fluency enhancing strategies to improve fluency of pupils with this communication disorder. From the findings, the emerging recommendations include; parents and teachers dealing with pupils who stammer should identify stammering characteristics in children early so that the right remediation should be done early, teachers should use fluency enhancing strategies with pupils who stammer in order to address stammering in pupils and severity of stammering should be determined in order to use the right fluency enhancing strategies.
