Hello This Is A 2-Part Assignment That Needs To Be In APA Fo ✓ Solved

Hellothis Is A 2 Part Assignment That Needs To Be In APA Times New

Hello, This is a 2-part assignment, that needs to be in APA, Times New Roman, 12 font, double spaced, with a reference page. Here is the link to the book for Part - 2:

Part 1: Reflection on Stuttering and Organizational Accommodations

Strong negative feelings toward speaking can emerge with the repeated experience of stuttering. Why do you think LeRon does not seem to have these feelings? How can challenges with stuttering change a child’s outlook on life? How can organizations make accommodations for individuals with communication disorders?

Part 2: Case Study Analysis of Emily's Speech-Language Therapy

Read the case study of Emily, a 9-year-old who has received speech-language therapy for some time, with ongoing difficulties producing certain sounds, particularly /l/ and /r/. Despite progress and encouragement from her speech-language pathologist (SLP), her parents have been informed she is no longer eligible for services unless her speech difficulties have a clear educational impact. Their financial situation complicates access to private therapy, and Emily is considering not trying out for the school play.

Questions to answer include: What does the term "educational impact" mean to you? What are some obvious and less obvious ways a communication disorder can affect a child's educational performance? Do you think Emily’s parents will be successful in their appeal for continued services? What factors might influence this? What is Due Process and how can it aid Emily’s parents? As Emily’s Intervention Specialist, would you recommend discontinuing speech services? How are speech sound disorders classified?

Sample Paper For Above instruction

Part 1: Understanding Stuttering and Organizational Support for Communication Disorders

Stuttering, a common speech disorder characterized by disruptions in the normal flow of speech, can often lead to negative emotional responses such as anxiety, frustration, and even shame. Repeated experiences of stuttering in childhood frequently contribute to these negative feelings, which can impact social interactions and self-esteem (Bloodstein & Bernstein Ratner, 2008). However, LeRon’s apparent lack of these negative feelings suggests that he may possess protective factors, such as a supportive environment, personal resilience, or effective coping strategies. For some children, positive social support and early intervention can buffer against the emotional toll of stuttering, fostering a more optimistic outlook on communication (Yaruss & Quesal, 2006).

Challenges with stuttering can profoundly influence a child's outlook on life. Children who experience persistent stuttering might develop a fear of speaking, avoidance of social situations, or diminished self-confidence, potentially limiting academic, social, and future career opportunities (Craig, 2004). Conversely, children like LeRon, who do not develop such negative emotions, may approach speaking with confidence and resilience. Supportive organizations and educational institutions play a crucial role in accommodating communication disorders by implementing policies that promote inclusivity. Simple accommodations, such as providing extra time for verbal responses, creating awareness among staff and peers, and facilitating alternative communication methods, can significantly enhance participation and success for individuals with communication challenges (American Speech-Language-Hearing Association, 2010).

Part 2: Analysis of Emily's Case and Implications for Speech-Language Pathology

The term "educational impact" refers to the effect that a communication disorder has on a child's ability to perform academic tasks, participate in class activities, and achieve educational objectives (Batshaw, 2013). Communication disorders can influence educational performance in both obvious ways—such as difficulty participating in classroom discussions or completing oral presentations—and less apparent ways, such as affecting reading comprehension, social integration, and emotional well-being (Wren & Wehmeyer, 2005). For Emily, her difficulties with /l/ and /r/ sounds may hinder her speech clarity, potentially affecting her confidence and peer interactions, which are integral to her educational experience.

Regarding her parents’ appeal for continued speech services, success depends on several factors. These include demonstrating that her speech difficulties have a tangible impact on her academic performance, advocating for the significance of communication skills in school achievement, and understanding legal entitlements under special education laws such as the Individuals with Disabilities Education Act (IDEA) (U.S. Department of Education, 2004). Due Process provides a formal mechanism for parents to dispute educational decisions, ensuring their child's right to appropriate services. This process can be advantageous by safeguarding access to necessary interventions and clarifying procedural rights.

As an Intervention Specialist, I would recommend continuing speech services if it is evident that Emily’s speech difficulties are affecting her educational engagement or social development. Speech sound disorders (SSD) are classified based on the nature and severity of articulation errors, including phonetic and phonological disorders. Such classification aids in tailoring appropriate therapeutic approaches that address the specific speech patterns and underlying phonological processes involved (American Speech-Language-Hearing Association, 2014). Ultimately, a comprehensive assessment and collaborative effort among educators, clinicians, and families are crucial to supporting Emily’s communication development and academic success.

References

• American Speech-Language-Hearing Association. (2010). Guidelines for speech-language pathology services in the schools. ASHA.
• American Speech-Language-Hearing Association. (2014). Classification of speech sound disorders. ASHA.
• Batshaw, M. L. (2013). Children with disabilities (7th ed.). Paul H. Brookes Publishing.
• Bloodstein, O., & Bernstein Ratner, N. (2008). A handbook on stuttering (6th ed.). Cengage Learning.
• Craig, A. (2004). The web of causation in child stuttering. Journal of Fluency Disorders, 29(3), 177–186.
• U.S. Department of Education. (2004). The Individuals with Disabilities Education Act (IDEA).
• Wren, S., & Wehmeyer, M. L. (2005). Understanding and promoting self-determination in children with disabilities. Brookes Publishing.
• Yaruss, J. S., & Quesal, R. W. (2006). Quality of life and stuttering. Journal of Speech, Language, and Hearing Research, 49(4), 755–769.