For this simulation I went to the store. When I got there I asked one of the workers where I could find a particular food item while stuttering to get the question out. It was really hard for the worker to hear exactly what I was saying because we were in a crowded isle and there was a lot going on around us. He told me he didn't get all of what I said, so I had to ask again. This time he paid extra close attention to what I was saying so that he could help me. I could tell he felt bad when I had to repeat my question to him and I was receiving some curious looks from passers-by in the store as I was doing this.
When I got to the checkout I asked the lady at the checkout if I could get cash back and what amounts I could receive the money back in. She was very patient with me for holding up the line as I stuttered my way through the questions. Just like when I was asking where to find something I got some curious looks at the check out which made me more nervous and anxious. I just wanted to get out of the store because the more anxious and nervous I became the harder it became to ask my questions.
I definitely had a hard time with this simulation because I felt so uncomfortable the whole time. I didn't want people to think I was doing it to be funny, but when they starting looking at me I became so nervous that I didn't want to speak anymore. I felt bad that others were giving me looks of pity when I had to repeat the question. Being in the shoes, so to speak, of those who deal with this on a daily level really helped me to realize that it is hard to go out and do things and be social when it is hard to talk. I didn't want pity from others, I just wanted to be treated normal and go about my business without anyone taking notice that I was different. This helped me see that these people who really have these disabilities probably feel the same way. They just want to be seen as normal people and not looked at with eyes of pity or curiosity. What I did was nothing compared to what these people do everyday, but now I have a better idea of what they may feel like and I can make an effort to not treat them that way and help others to realize this too.
I felt the same way- I just wanted to stop talking and go through the motions of life without having to speak. As future educators we can help these students by having them share their answers with an elbow partner, instead of in front of the whole class. I also think it helps if the teacher addresses it as an impairment so that the class doesn't have liberty to make fun of it. In my eighth grade class, there was a girl that had a stutter and so during the first week of class, she explained to us that when she stuttered, it was because her brain was trying to think of what to say next. She explained that she had had cancer on her brain and that because of that, she would need more time to answer questions. This small explanation helped us to treat her kindly and to not judge her.
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