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Final Proposal Eng 218
Final Proposal Eng 218
Speech and language impairments can affect someone's input modalities, including
reading, listening to a conversation and simultaneously being able to process what is being said,
and hearing, as well as their output modalities which include writing and speaking. All of these
abilities are crucial to a child's learning and progression throughout their schooling. A child who
suffers from speech and language impairments that go unrecognized and untreated can become
prone to negative academic, social, and mental effects. Some of these effects include falling
behind their peers in terms of higher learning educational skills, not being able to fully express
their needs or desires, not being able to properly socialize linguistically according to a particular
context or setting, and by becoming a victim of bullying. In order to prevent this from occurring,
teachers should be properly trained in how to recognize signs of language disorders so that they
can refer the child to a speech pathologist who can then assess, diagnose, and if needed, design a
therapy plan for the child. If teachers were mandated to attend trainings that taught them how to
be aware of children with speech language disorders, there would be a better chance that the
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Figure 1. Pie chart showing the prevalence of children ages 3-17 with speech and language
Teachers may not have received training on how to recognize and be aware of a child
with a possible speech or language disorder. According to current studies, educators have not
been trained to be aware of children with speech language disorders for at least the past 50 years,
as the article "I never even gave it a second thought: PGCE students attitudes towards the
inclusion of children with speech and language impairments.", which is written to highlight
teacher misconceptions about students with speech language disorders, states that the study of
educators' attitudes towards children with disabilities first began in the 1950s (Marshall 2002, 3).
Educators who are not aware of what speech language disorders entail often form misperceptions
about the students who have them, as according to the studies "I never even gave it a second
thought: PGCE students attitudes towards the inclusion of children with speech and language
on students who have speech language disorders compared to students without them, and
negligently believe the parents and other factors are the reasons that the students may behave the
way they do. Because they are not made aware that the student may have a speech language
disorder, they overlook this as a possibility as to why the student may be struggling and rather
find other factors to blame it on. Besides the fact that educators may not be as willing or as
prepared to teach children with speech language disorders, they also may not expose the child to
the possibility of therapy. Educators who cannot recognize signs of a speech language disorder
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will potentially prevent a child from access to therapy, inhibiting their chances at progression in
Children who do not receive therapy for certain speech or language disorders will most of
the time fall so far behind their peers that it is difficult for them to ever catch up, making it hard
for them to be able to think at a higher level and socialize normally. Certain speech and language
disorders prevent the child from reading, which is crucial to learning, as well as writing, which is
important in order for the child to express what they are learning. If the student does not receive
therapy, especially for a reading disorder, they will not be able to learn enough to the point at
which they can begin to think critically and start applying their learnings to the real world. They
will also have difficulty progressing, and they may fall behind. Depending on the extent to which
they fall behind will determine how likely they are to catch up to their peers. If a disorder goes
untreated and the child continues to fall behind academically, it will be less likely that he or she
While in school, they may also suffer socially. Certain phonological disorders in which
the child cannot pronounce sounds in the correct manner, or pragmatic disorders in which the
child does not know how to normally socialize, can produce frustration due to the fact that the
child may not be able to express themselves to the extent that they would like to, or socialize in a
normal manner. This may lead to a variety of different behaviors, of which could possibly
include isolation or acting out. Deviant speech or behavior may make the child susceptible to
being bullied, producing more of an emotional impact as a result of their disorder, or disciplinary
consequences as a result of acting out. These social consequences would follow them throughout
their life, determining their ability to make friends and choose their spouses.
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Normally, but depending on their educational experience, children who have untreated
speech language disorders may not want to attend college. Children who continue to suffer
throughout their academic careers may not want to attend college because their difficulties in
school as well as the social consequences such as bullying would only then be prolonged. These
children might then have poor outlooks economically because they might not be able to obtain a
primary job which requires a degree. A child with a disorder that goes untreated will not be
affected only for the time being, but depending on the severity, for the rest of their life, which is
why it is so crucial that if a child does have a disorder that the teacher may know how to
recognize it, hopefully early on, and refer the child for therapy. While not all of these
possibilities may occur, at least one is likely depending on the severity of their speech language
disorder.
Language Disorders
While the effects of a child not receiving speech language therapy could result in several
serious issues, the chances of them being exposed to the opportunity of speech therapy could
increase if their teacher is aware that the child may have it. Educators who are aware of speech
language disorders could refer the child to a speech language therapist who would then assess
and evaluate the child to determine if therapy is needed. These children may then complete
therapy at an earlier age and may not have to deal with their disorder as long as they would have
had to had it not been recognized. Teachers could also implement a new teaching style earlier on
that would further help the child as well as gain experience in teaching a student with a speech
language disorder. Teachers who are provided with trainings from speech language pathologists
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on how to become aware of and recognize speech and language disorders would be educated
how to help the child facilitate what they are learning in therapy to be used in the
classroom
how to possibly design their lesson plans to maximize the understanding of the lesson
disorders
The speech language pathologist would administer the trainings annually shortly before school is
going to begin for 14 primary school teachers. This would include two teachers per grade,
including early education teachers in pre-k and kindergarten as well as teachers who teach grades
1-5. The trainings would be conducted in a 2-hour session in which they would train the educator
Session 1: Signs that a child may have a speech language disorder as discussed in terms
of their reading ability, writing ability, speech, or hearing. This session would include
common signs of a child that may have a speech language disorder based on their ability
to read, ability to write, ability to speak as well as hear, and their social skills.
Session 2: Ways to adjust your lesson plan according to the child's speech or language
disorder in order to maximize learning ability. This session would include methods to
incorporate the child's therapy into classroom lessons as well as adjust the lesson plan in
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a way that will make the material easier to understand while not excluding the child from
Session 3: Behaviors and emotions associated with speech and language disorders by
both the child and parent. This session will cover the emotional and psychological effects
of speech and language disorders by the child as well as the parent in order to make the
educator more aware of why the child may behave the way they do.
Session 4: The importance of communicating with the speech language pathologist and
the parents of the child's progress. This session will cover the importance of the teacher,
the speech pathologist, and the parent working as a team like unit in order to maximize
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Costs and Benefits of Trainings
While there are costs to the training, the benefits greatly outweigh the costs as you are
improving the child's potential overall quality of life. With this being noted, Costs could include
payment towards the speech language pathologist who conducts the trainings, as well as payment
to the particular school in order to increase their budget that pays for teacher's trainings. They
could also include the cost of the materials used during the training, and the use of the facility
where the training is held. Benefits would not only be towards the child, but to the teacher as
well. These could include additional education for the teachers, who would then be taught how to
student with a speech or language impairment, they would then know how to better design their
lessons to maximize the students learning potential, the behavior to expect from these children as
well as the best possible way to act upon it, and be made more aware of what the disorder is so
that they do not form any misperceptions in regards to the child's learning ability because of it.
The child could benefit because if an educator recognizes their speech language disorder early on
they can receive therapy earlier, meaning they would not have their disorder as long. This could
ultimately impact their chances of graduating from high school, going to college, their future job
In conclusion, these trainings are greatly beneficial because it promotes an equal chance at
education for students with speech language disorders when compared to those without speech
language disorders. The trainings would be perfect for primary educators who see the child every
day and interact the most with the child besides the child's parents or caretakers. If the educator
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is aware of and able to recognize a possible speech language disorder, the chances that the child
will receive therapy are heightened. With therapy, a child has a better chance at avoiding the
consequences that occur to children who do not receive therapy, which include not being able to
obtain a normal education, not being able to learn at the appropriate grade level, not being able to
think critically, not being able to socialize normally, and not being able to obtain a respectable
socioeconomic status. Educators who can recognize and refer children with speech language
disorders will be better prepared to teach those children and easily make a difference in a child's
life.
Study Budget
Payment to Districts
14 Teachers 50/hr 2 $1,400
Payment to Speech Pathologist
1 Speech Pathologist 39/hr 2 $78
Materials
Pencils 2.79/12 pencils 2 packs $5.58
Notebooks .88/notebook 14 notebooks $12.32
Laptop $300/laptop 1 laptop $300
Projector 1/$76 1 projector $76
Facilitiy $250/hr 3 $750
Total Project Costs $2,621.90
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Figure 3. Reasons a Student May Need to Attend Speech Therapy
Source: Minds in Bloom, 2017
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Sources Cited
Adams, C., & Lloyd, J. (2008). The effects of speech and language therapy intervention on
Communication Disorders Statistics. (2017, November 03). Retrieved November 27, 2017, from
https://identifythesigns.org/communication-disorder-statistics/
Economic & Social Research Council. (2011, May 19). Teachers need greater awareness of
language disorders, research finds. ScienceDaily. Retrieved November 13, 2017 from
www.sciencedaily.com/releases/2011/05/110519090147.htm
Fogle, P. T. (2013). Essentials of Communication Sciences & Disorders (1st ed., Vol. 1). Clifton
Lynette, B. R., Says, M. M., & Says, B. J. (2017, June 30). The Teacher and the Speech-
Language Pathologist: Tips for Effective Collaboration. Retrieved November 26, 2017,
from http://minds-in-bloom.com/the-teacher-and-speech-language/
Marshall, J., Stojanovik, V., & Ralph, S. (2002). I never even gave it a second thought: PGCE
students attitudes towards the inclusion of children with speech and language
489. doi:10.1080/1368282021000008892
National Center for Health Statistics. (2015, June 09). Retrieved November 26, 2017, from
https://www.cdc.gov/nchs/products/databriefs/db205.htm
Nungesser, N. R., & Watkins, R. V. (2005). Preschool Teachers Perceptions and Reactions to
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Overby, M., Carrell, T., & Bernthal, J. (2007). Teachers Perceptions of Students With Speech
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