Towards inclusive education: Experiences from implementing the InterACT program in Poland

Maja Janik; Natalia Michalik; Joanna Szymczakowska; Mary Weidner

doi:10.31261/FL.2026.14.1.07

Published: 2026-06-23

2026

Towards inclusive education: Experiences from implementing the InterACT program in Poland

Maja Janik

, Natalia Michalik

, Joanna Szymczakowska

, Mary Weidner

Section: Varia

https://doi.org/10.31261/FL.2026.14.1.07

Abstract

The InterACT (Attitude Change and Tolerance) program is a preventive anti-discrimination educational program that promotes acceptance of stuttering and diversity among preschool and early school-age children. Although the program's effectiveness in shaping appropriate attitudes has been previously confirmed, there has been a lack of research focusing on the experiences of those implementing it. This study aimed to explore the perceptions and experiences of individuals who implemented InterACT in Poland with particular emphasis on perceived benefits and challenges. Participants included speech and language therapists, students, teachers, and psychologists, each of whom facilitated the implementation of the program at least one time. A mixed-methods approach was used, including a survey (n = 51) and semi-structured interviews (n = 7). The quantitative results confirmed high evaluations of the program's usefulness, ease of implementation and positive impact on children's attitudes toward stuttering and diversity. Qualitative analysis revealed the potential for modifying the program according to the group's needs, as well as the crucial role of the facilitator in its effectiveness. Respondents also highlighted the need for additional training on managing complex reactions from children and clarification of instructions in the educational materials. These findings support the program's continued implementation in Polish educational institutions and indicate its potential in anti-discrimination education.

Keywords:

stuttering , anti-discrimination education , InterACT program , attitude change , children

Download files

PDF

Citation rules

Janik, M., Michalik , N., Szymczakowska, J., & Weidner , M. (2026). Towards inclusive education: Experiences from implementing the InterACT program in Poland. Forum Lingwistyczne, 1–23. https://doi.org/10.31261/FL.2026.14.1.07

Cited by / Share

Licence

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

The Copyright Owners of the submitted texts grant the Reader the right to use the pdf files under the provisions of the Creative Commons 4.0 International Licence: Attribution-Share-Alike (CC BY-SA). The user can copy and redistribute the material in any medium or format and remix, transform, and build upon the material for any purpose.

1. Licence
The University of Silesia Press provides immediate open access to journal’s content under the Creative Commons BY-SA 4.0 licence (http://creativecommons.org/licences/by-sa/4.0/). Authors who publish with this journal retain all copyrights and agree to the terms of the above-mentioned CC BY-SA 4.0 licence.

2. Author’s Warranties
The author warrants that the article is original, written by stated author/s, has not been published before, contains no unlawful statements, does not infringe the rights of others, is subject to copyright that is vested exclusively in the author and free of any third party rights, and that any necessary written permissions to quote from other sources have been obtained by the author/s.

If the article contains illustrative material (drawings, photos, graphs, maps), the author declares that the said works are of his authorship, they do not infringe the rights of the third party (including personal rights, among others the authorization to reproduce physical likeness) and the author holds exclusive proprietary copyrights. The author publishes the above works as part of the article under the licence "Creative Commons Attribution-ShareAlike 4.0 International".

ATTENTION! When the legal situation of the illustrative material has not been determined and the necessary consent has not been granted by the proprietary copyrights holders, the submitted material will not be accepted for editorial process. At the same time the author takes full responsibility for providing false data (this also regards covering the costs incurred by the University of Silesia Press and financial claims of the third party).

3. Users Rights
Under the CC BY-SA 4.0 licence, the users are free to share (copy, distribute and transmit) and adapt (remix, transform, and build upon the material) the article for any purpose, provided they attribute the contribution in the manner specified by the author or licensor.

4. Co-Authorship
If the article was prepared jointly with other authors, the signatory of this form warrants that he/she has been authorized by all co-authors to sign this agreement on their behalf, and agrees to inform his/her co-authors of the terms of this agreement.

I declare that in the case of a withdrawal of the text from the editorial process, which has not been agreed with the editorial team and/or the publisher of the journal or a simultaneous submission of the text to another publisher, I agree to cover all the expenses incurred by the University of Silesia in connection with processing my submission (including the cost of editorial reviews).

References

Aboud, F. E., & Levy, S. R. (2000). Interventions to reduce prejudice and discrimination in children and adolescents. In S. Oskamp (Ed.), Reducing prejudice and discrimination (pp. 269–293). Lawrence Erlbaum Associates Publishers.
Google Scholar

Blood, G. W., & Blood, I. M. (2004). Bullying in adolescents who stutter: Communicative competence and self-esteem. Contemporary Issues in Communication Science and Disorders, 31, 69–79. https://doi.org/10.1044/cicsd_31_S_69.
Google Scholar

Boyle, M. P. (2013). Assessment of stigma associated with stuttering: Development and evaluation of the self-stigma of stuttering scale (4S). Journal of Speech, Language, and Hearing Research, 56(5), 1517–1529. https://doi.org/10.1044/1092-4388(2013/12-0280).
Google Scholar

Boyle, M. P. (2017). Personal perceptions and perceived public opinion about stuttering in the United States: Implications for anti-stigma campaigns. American Journal of Speech-Language Pathology, 26(3), 921–938. https://doi.org/10.1044/2017_AJSLP-16-0191.
Google Scholar

Boyle, M. P., & Blood, G. W. (2015). Stigma and stuttering: Conceptualizations, applications, and coping. In St. Louis, K. O. (Ed.), Stuttering meets stereotype, stigma, and discrimination: An overview of attitude research (pp. 43–70). West Virginia University Press.
Google Scholar

Boyle, M. P., Dioguardi, L., & Pate, J. E. (2016). A comparison of three strategies for reducing the public stigma associated with stuttering. Journal of Fluency Disorders, 50, 44–58. https://doi.org/10.1016/j.jfludis.2016.09.004.
Google Scholar

Boyle, M. P., & Fearon, A. N. (2018). Self-stigma and its associations with stress, physical health, and health care satisfaction in adults who stutter. Journal of Fluency Disorders, 56, 112–121. https://doi.org/10.1016/j.jfludis.2017.10.002.
Google Scholar

Braun, V., & Clarke, V. (2013). Successful qualitative research: A practical guide for beginners. SAGE Publication.
Google Scholar

Braun, V., & Clarke, V. (2022). Thematic analysis. A practical guide. SAGE Publications.
Google Scholar

Buchowski, M., & Chlewińska, K. (2012). Tolerance of cultural diversity in Poland and its limitations. European University Institute, Robert Schuman Centre for Advanced Studies.
Google Scholar

Chang, S. E., Garnett, E. O., Etchell, A., & Chow, H. M. (2019). Functional and neuroanatomical bases of developmental stuttering: Current insights. The Neuroscientist, 25(6), 566–582. https://doi.org/10.1177/1073858418803594.
Google Scholar

Domalewska, D., & Żakowska, M. (2019). Immigrant integration policy and practices in Poland. Security and Defence Quarterly, 25(3), 3–14. https://doi.org/10.35467/sdq/108988.
Google Scholar

Etchell, A. C., Civier, O., Ballard, K. J., & Sowman, P. F. (2018). A systematic literature review of neuroimaging research on developmental stuttering between 1995 and 2016. Journal of Fluency Disorders, 55, 6–45. https://doi.org/10.1016/j.jfludis.2017.03.007.
Google Scholar

European Agency for Special Needs and Inclusive Education. (2022). European Agency Statistics on Inclusive Education (EASIE): 2021/2022 school year country report – Poland. https://www.european-agency.org/data/18788/datatable-country-report/2021_2022/web.
Google Scholar

Evans, D., Healey, E. C., Kawai, N., & Rowland, S. (2008). Middle school students’ perceptions of a peer who stutters. Journal of Fluency Disorders, 33(3), 203–219. https://doi.org/10.1016/j.jfludis.2008.06.002.
Google Scholar

Ezrati-Vinacour, R., Platzky, R., & Yairi, E. (2001). The young child’s awareness of stuttering-like disfluency. Journal of Speech, Language, and Hearing Research, 44(2), 368–380. https://doi.org/10.1044/1092-4388(2001/030).
Google Scholar

Gabel, R. M. (2015). Job discrimination associated with stuttering in adults. In K. O. St. Louis (Ed.), Stuttering meets stereotype, stigma, and discrimination: An overview of attitude research (pp. 91–105). West Virginia University Press.
Google Scholar

Hedinger, T., Eskridge, K., Porter, E., Hudock, D., & Saltuklaroglu, T. (2021). The perceived impact of fluency on personalities of adults who stutter: Implicit evidence of self-stigma. Logopedics Phoniatrics Vocology, 46(4), 180–185. https://doi.org/10.1080/14015439.2020.1833982.
Google Scholar

Kestenbaum, J., & Khnonov, M. (2011). Effects of watching The King’s Speech movie on students’ attitudes toward stuttering [Unpublished capstone paper]. Brooklyn College.
Google Scholar

Klompas, M., & Ross, E. (2004). Life experiences of people who stutter, and the perceived impact of stuttering on quality of life: Personal accounts of South African individuals. Journal of Fluency Disorders, 29(4), 275–305. https://doi.org/10.1016/j.jfludis.2004.10.001.
Google Scholar

Kraft, S. J., & Yairi, E. (2012). Genetic bases of stuttering: The state of the art, 2011. Folia Phoniatrica et Logopaedica, 64(1), 34–47. https://doi.org/10.1159/000331073.
Google Scholar

Laciková, H., & Szymczakowska, J. (2024). Aplikácia programu InterACT v logopedickej prevencii. Listy klinické logopedie, 8(1), 60–67. https://doi.org/10.36833/lkl.2024.012.
Google Scholar

Langevin, M. (2015). Changing attitudes toward stuttering: What children liked about a stuttering education resource. In K. O. St. Louis (Ed.), Stuttering meets stereotype, stigma, and discrimination: An overview of attitude research (pp. 304–309). West Virginia University Press.
Google Scholar

Langevin, M., Kleitman, S., Packman, A., & Onslow, M. (2009a). The Peer Attitudes Toward Children Who Stutter (PATCS) scale: An evaluation of validity, reliability and the negativity of attitudes. International Journal of Language & Communication Disorders, 44(3), 352–368. https://doi.org/10.1080/13682820802130533.
Google Scholar

Langevin, M., Packman, A., & Onslow, M. (2009b). Peer responses to stuttering in the preschool setting. American Journal of Speech-Language Pathology, 18(3), 264–276. https://doi.org/10.1044/1058-0360(2009/07-0087).
Google Scholar

Langevin, M., & Prasad, N. N. (2012). A stuttering education and bullying awareness and prevention resource: A feasibility study. Language, Speech, and Hearing Services in Schools, 43(3), 344–358. https://doi.org/10.1044/0161-1461(2012/11-0031).
Google Scholar

Langevin, M. (2000). Teasing and bullying: Unacceptable behaviour: The TAB program. Institute for Stuttering Treatment & Research.
Google Scholar

Langevin, M., Węsierska, K., Węsierska, M., & Gacka, E. (2016). Bullying experienced by Polish children who stutter and their peers (Chapter VII). In Proceedings of the 2015 International Fluency Congress (Lisbon, Portugal).
Google Scholar

Mallick, R., Kathard, H., Thabane, L., & Pillay, M. (2018). The Classroom Communication Resource (CCR) intervention to change peers’ attitudes towards children who stutter (CWS): Study protocol for a randomised controlled trial. Trials, 19(1), 43. https://doi.org/10.1186/s13063-017-2365-x.
Google Scholar

Mallick, R., Kathard, H., Thabane, L., & Pillay, M. (2021). A scoping review of the school-aged stuttering intervention literature. Evidence-Based Communication Assessment and Intervention, 15(4), 194–206. https://doi.org/10.1080/17489539.2021.1976964.
Google Scholar

Pettigrew, T. F. (2009). Secondary transfer effect of contact: Do intergroup contact effects spread to noncontacted outgroups? Social Psychology, 40(2), 55–65. https://doi.org/10.1027/1864-9335.40.2.55.
Google Scholar

Pettigrew, T. F., & Tropp, L. R. (2006). A meta-analytic test of intergroup contact theory. Journal of Personality and Social Psychology, 90(5), 751–783. https://doi.org/10.1037/0022-3514.90.5.751.
Google Scholar

Plexico, L. W., & Burrus, E. (2012). Coping with a child who stutters: A phenomenological analysis. Journal of Fluency Disorders, 37(4), 275–288. https://doi.org/10.1016/j.jfludis.2012.06.002.
Google Scholar

Schneider, J. (2007). True life: I stutter [TV series episode]. MTV.
Google Scholar

Statistics Poland. (2024, April 29). Final tables of the 2021 National Population and Housing Census: Ethnic affiliation, language used at home, and religious denomination [Data set]. https://stat.gov.pl/spisy-powszechne/nsp-2021/nsp-2021-wyniki-ostateczne/tablice-z-ostatecznymi-danymi-w-zakresie-przynaleznosci-narodowo-etnicznej-jezyka-uzywanego-w-domu-oraz-przynaleznosci-do-wyznania-religijnego%2C10%2C1.html.
Google Scholar

Tichenor, S. E., & Yaruss, J. S. (2019). Stuttering as defined by adults who stutter. Journal of Speech, Language, and Hearing Research, 62(12), 4356–4369. https://doi.org/10.1044/2019_JSLHR-19-00137.
Google Scholar

Vedovelli, D., Del Gado, F., Scordino, L., & Tomaiuoli, D. (2024, September). InterACT: A program to prevent stuttering stereotypes in preschool-age children [Paper presentation]. 12th ESLA Congress of Speech and Language Therapy, Bruges, Belgium.
Google Scholar

Weidner, M., & St. Louis, K. O. (2023). Changing public attitudes toward stuttering. In H. Sønsterud & K. Węsierska (Eds.), Dialogue without barriers (pp. 77–115). Agere Aude.
Google Scholar

Weidner, M. E., St. Louis, K. O., & Glover, H. L. (2018). Changing nonstuttering preschool children’s stuttering attitudes. American Journal of Speech-Language Pathology, 27(4), 1445–1457. https://doi.org/10.1044/2018_AJSLP-18-0019.
Google Scholar

Weidner, M. E., & St. Louis, K. O. (2014). The Public Opinion Survey of Human Attributes–Stuttering/Child (POSHA-S/Child). Populore Publishing Company.
Google Scholar

Weidner, M. E., St. Louis, K. O., Burgess, M. E., & LeMasters, S. N. (2015). Attitudes toward stuttering of nonstuttering preschool and kindergarten children: A comparison using a standard instrument prototype. Journal of Fluency Disorders, 44, 74–87. https://doi.org/10.1016/j.jfludis.2015.03.003.
Google Scholar

Weidner, M. E. (2015). InterACT program. MC Speech Books.
Google Scholar

Węsierska, K., & Weidner, M. (2022). Improving young children's stuttering attitudes in Poland: Evidence for a cross-cultural stuttering inclusion program. Journal of Communication Disorders, 96, 106183. https://doi.org/10.1016/j.jcomdis.2022.106183.
Google Scholar

Yaruss, J. S., Murphy, W. P., Quesal, R. W., & Reardon, N. A. (2004). Bullying and teasing: Helping children who stutter. National Stuttering Association.
Google Scholar

Yaruss, J. S. (1998). Describing the consequences of disorders: Stuttering and the International Classification of Impairments, Disabilities, and Handicaps. Journal of Speech, Language, and Hearing Research, 41(2), 249–257. https://doi.org/10.1044/jslhr.4102.249.
Google Scholar

Yaruss, J. S., & Quesal, R. (2004). Stuttering and the International Classification of Functioning, Disability, and Health (ICF): An update. Journal of Communication Disorders, 37(1), 35–52. https://doi.org/10.1016/S0021-9924(03)00052-2.
Google Scholar

Maja Janik

mpordzik@fcl.org.pl
https://orcid.org/0009-0007-3193-5588

Affiliation:

University of Silesia in Katowice Poland

Natalia Michalik

https://orcid.org/0009-0006-9691-0819

Affiliation:

University of Silesia in Katowice Poland

Joanna Szymczakowska

https://orcid.org/0009-0007-9293-321X

Affiliation:

University of Silesia in Katowice Poland

Mary Weidner

https://orcid.org/0000-0003-3159-7965

Affiliation:

Pennsylvania Western University United States

Bio Statement (e.g., department and rank)

Mary Weidner, PhD, CCC-SLP, is an Associate Professor in the Department of Communication Sciences & Disorders at Pennsylvania Western University. Dr. Weidner’s research focuses on children’s attitudes towards stuttering and other human differences. She developed an educational program to improve children’s attitudes toward peers who stutter, which has been translated into several languages. She maintains numerous international collaborations and is involved in advocacy efforts aimed to improve services for people who stutter around the world.

2026
Published: 2025-01-30

ISSN: 2449-9587

eISSN: 2450-2758

10.31261/FL

Publisher

Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press

Licence CC

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Submit

Towards inclusive education: Experiences from implementing the InterACT program in Poland

Abstract

Keywords:

Maja Janik

Natalia Michalik

Joanna Szymczakowska

Mary Weidner

Information