IDEA and Communication Disorders

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Grand Canyon University *

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Jan 9, 2024

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1 IDEA and Communication Disorders Brian Fazio Department of Humanities and Social Sciences, Grand Canyon University PCN-673 Developmental Disabilities Dr. Mariama Sandifer December 6, 2023

2 IDEA and Communication Disorders The Individuals with Disabilities Education Act (IDEA) allows for a no-cost education for all individuals with disabilities and guarantees access to special education and ancillary services. In 1975, President Ford signed the Education for All Handicapped Children Act (EHA), which mandated that students with disabilities get free education and the ability to develop and learn skills ( About Idea - Individuals with Disabilities Education Act , n.d.). EHA became the IDEA in 1990 and was last updated in 2014. The IDEA is what allows students with disabilities to receive an education. Attention-deficit/hyperactivity disorder (ADHD) and dyslexia are two disabilities that fall under the guidance of the IDEA. Those two disabilities and other language and learning disabilities can be treated successfully with evidence-based therapy and treatment. Even with IDEA and other laws and programs in place, children still struggle, especially during the transition from child to adolescent. IDEA The Individuals with Disability Education Act (IDEA) was established in the 1960s to protect the educational rights of students with physical, mental, social, and emotional disabilities. It provides free, appropriate, and equal education in all 50 states. The IDEA Act was divided into four categories: legal language, educational importance, strategies for children aged 3-21, and information and programs for children ( About Idea - Individuals with Disabilities Education Act , n.d.) . It aims to meet the needs of each student and prepare them for further education, employment, and independent living skills. The IDEA Act provides a new outlook in providing parental rights, assisting states, and providing necessary tools for effective education. The IDEA Act has evolved to address learning disorders, focusing on evidence-based approaches. It protects students with intellectual, hearing, speech, language, visual, serious emotional,

3 orthopedic, autism, trauma, specific learning disabilities, and deaf-blindness (Harmon, 2022) . Childhood-onset fluency disorder and language disorders are two communication disorders. These disabilities have unique symptoms and impact an individual's functional outlook. The IDEA Act actively protects students who need it. Communication Disorders Childhood-onset fluency disorder Childhood-onset fluency disorder (CDF) is a neurologic disability caused by an underlying brain abnormality that results in disfluent speech. It affects 5% to 10% of preschoolers and is crucial for early identification to prevent social anxiety, impaired social skills, maladaptive compensatory behaviors, and negative attitudes toward communication. However, stuttering may persist even with early intervention, affecting about 1% of adults. The two predominant types of stuttering are developmental stuttering, which begins in early childhood, and adult-onset fluency disorder, which starts in adolescence or early adulthood. Adult-onset stuttering is typically due to conversion disorder, stroke, progressive neurological conditions, certain medications, and psychological or emotional trauma (Gürbüz Özgür & Özgür, 2019). The DSM-5 diagnostic criteria for childhood-onset fluency disorder require repeated occurrences of one or more of seven stutter symptoms: - Audible or silent blocking (pauses in speech) - Broken words - Circumlocutions (overuse of words) - Monosyllabic whole-word repetitions - Prolongation of consonants or vowels - Sound and syllable repetitions

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4 - Excess physical tension when producing words (Association, 2022). Early identification and treatment are essential to minimize the chances of social anxiety, impaired social skills, maladaptive compensatory behaviors, and negative attitudes toward communication. Speech therapy can help individuals with stuttering speak more slowly and effectively, while cognitive behavioral therapy can identify thoughts that worsen stuttering and coping strategies related to stress. Electronic delayed auditory feedback tools can also help slow down speech (Association, 2022). Language Disorder Language disorder is a communication disorder where an individual struggles with learning and using various forms of language, such as spoken, written, or signed. They may struggle to understand words and be unable to communicate effectively. Individuals with language disorders have language abilities significantly below their age, limiting their ability to participate in social, academic, or professional activities. Language learning and use depend on expressive and receptive abilities (Association, 2022). Symptoms may appear early in childhood development, including impairments in either ability or both. People with language disorders have difficulty learning and using written, spoken, or sign language, limited vocabulary, difficulty constructing sentences and using tenses, and incorrect word order. This limited understanding of vocabulary and grammar may limit their capacity to engage in conversation (Tucci & Choi, 2023). Language disorder treatment is generally effective, primarily involving speech and language therapy to improve expressive and receptive language skills. However, some symptoms may persist in adulthood. Receptive language deficits are more challenging to treat than expressive impairments. Psychotherapy can manage emotional and behavioral issues in children

5 with language disorders, while cognitive-behavioral therapy can be helpful for those with social anxiety or depression. Evidence-based Treatments Evidence-based treatment (EBT) is a method based on scientific evidence, proven effective in studies and research. It involves examining the patient, obtaining relevant research, evaluating the evidence's quality and applicability, applying the best evidence to the patient, and monitoring outcomes (Berninger & O'Malley May, 2011). EBT is important for professional and personal ethics, economics, and efficiency, as well as for people with developmental disabilities, as the cost of services is a significant factor in determining the availability of services. Transition Difficulties Misunderstanding and unmet needs can lead to frustration, disruptive behaviors, embarrassment, and anxiety, exacerbated by language impairment. This inability to express thoughts and feelings can cause emotional distress, impacting self-esteem and overall well-being. Communication issues can lead to isolation, a smaller social circle, and increased loneliness for children and adolescents during their time of adjustment. Despite implants and surgery, these individuals still experience psycho-social issues, feeling isolated and unsure of their next steps (Punch & Hyde, 2011). Studies show improvements in social functioning and well-being for children and adolescents with implants, but they still suffer due to peer nature and self-isolation. The concern is that these children cannot fully implement coping skills and may experience trauma, putting them at a disadvantage due to slowed development. Conclusion

6 The Individuals with Disabilities Education Act (IDEA) aims to provide specialized, quality education to students with disabilities, addressing untreated communication disorders that hinder academic achievement, occupational opportunities, and overall quality of life. The act ensures that the presence of a communication disorder is not a judgment of intellectual or academic ability, ensuring all students have equal opportunities.

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7 References About idea - individuals with disabilities education act . (n.d.). Individuals with Disabilities Education Act. https://sites.ed.gov/idea/about-idea/ Association, A. P. (2022). Diagnostic and statistical manual of mental disorders, text revision dsm-5-tr (5th ed.). Amer Psychiatric Pub Inc. Berninger, V. W., & O'Malley May, M. (2011). Evidence-based diagnosis and treatment for specific learning disabilities involving impairments in written and/or oral language. Journal of Learning Disabilities , 44 (2), 167–183. https://doi.org/10.1177/0022219410391189 Bothe, A. K. (2003). Evidence-based treatment of stuttering: V. the art of clinical practice and the future of clinical research. Journal of Fluency Disorders , 28 (3), 247–258. https://doi.org/10.1016/s0094-730x(03)00042-1 Gürbüz Özgür, B., & Özgür, E. (2019). An analysis of sociodemographic and clinical characteristics of children and adolescents diagnosed with childhood onset speech fluency disorder (stuttering). ENT Updates . https://doi.org/10.32448/entupdates.610265 Harmon, A. (2022). Individuals with Disabilities Education Act (IDEA) . Salem Press Encyclopedia. https://search-ebscohost-com.lopes.idm.oclc.org/login.aspx?direct=true %26db=ers&AN=100259262&site=eds-live&scope=site Johnson, C. D. (2023). Perez v. Sturgis: A wake-up call on complying with IDEA. The ASHA Leader , 28 (5), 14–16. Retrieved December 3, 2023, from https://eds-s-ebscohost- com.lopes.idm.oclc.org/eds/Citations/FullTextLinkClick?sid=4a14ed2d-04bb-4110-b5a5- 8d8febdb0583@redis&vid=3&id=pdfFullText

8 Punch, R., & Hyde, M. (2011). Social participation of children and adolescents with cochlear implants: A qualitative analysis of parent, teacher, and child interviews. Journal of Deaf Studies and Deaf Education , 16 (4), 474–493. https://doi.org/10.1093/deafed/enr001 Tucci, A., & Choi, E. (2023). Developmental language disorder and writing: A scoping review from childhood to adulthood. Journal of Speech, Language, and Hearing Research , 66 (8), 2900–2920. https://doi.org/10.1044/2023_jslhr-22-00583

IDEA and Communication Disorders

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