An international study of cluttering curricula and SLT students’ knowledge about cluttering

Cluttering is a comparatively rare speech and language disorder. This lower prevalence has also been observed in textbooks for the academic curriculum (Tetnowski & Douglas, 2011), and fewer opportunities within higher education curricula to learn about this disorder (Tetnowski, 2009). The present study aimed to examine the extent to which cluttering is represented in SLT curricula, as well as students’ knowledge of cluttering and their perceived readiness and confidence to diagnose and treat individuals who clutter. Additionally, the study aimed to compare these findings across countries. A total of 343 students and 31 course coordinators participated in this study. Data was collected in four countries: UK, Germany, Poland, and France. Students completed online surveys containing yes/no, multiple choice and open-ended questions. Their responses were analysed in the context of input from their course coordinators. The results indicated a limited number of teaching hours dedicated to cluttering, as reported by both SLT students and course coordinators. Many respondents did not feel prepared to diagnose and/or treat cluttering; however, they perceived the necessity to learn more about the topic. The findings of this exploratory study contribute to current knowledge about the extent to which cluttering is addressed in the higher education curriculum for future SLTs. Ultimately, these findings may lead to recommendations for curriculum development and promote greater knowledge and awareness of cluttering within the field of speech-language therapy.