Supporting teachers of students who clutter: Development of a handout for effective classroom strategies

Purpose

This study aimed to assess teachers' existing knowledge of cluttering and to identify strategies they can use to support students who clutter.

Method

Ten high school teachers, including both general education and special education teachers, participated in the study. A mixed-methods approach was used to explore their awareness, knowledge and needs related to supporting students who clutter.

Result

Teachers already implement some effective strategies for students who clutter but expressed a clear need for more information about cluttering. Both quantitative and qualitative analyses indicated that teachers are open to collaborating with SLPs. They expressed a preference for having an SLP observe the student, demonstrate strategies, and provide a concise handout with information about cluttering and practical classroom strategies.

Conclusion

There is an ongoing need to raise awareness and knowledge about cluttering among teachers. A handout has been developed which serves as a valuable resource for SLPs and teachers to address this need.