Research began in the field of speech and language disorders as early as the beginning of the 19th century. The first research began with deaf/hard of hearing individuals. Researchers were trying to find ways to help them communicate by helping them develop speech and using sign language. However, after this began, researchers wanted to try more in helping people who had problems with speech and not just deaf people. The education of students with speech and language disorders began with physicians providing medical and clinical care. Meanwhile, as interest in the need to correct speech has increased, more and more professionals have become interested in receiving training as speech therapists. It was in 1930 that the first speech and language therapy program was founded. The first speech academy was known as the American Academy of Speech Correction, founded in 1925. In time this group became known as the American Speech-Language-Hearing Association. Like other fields associated with serving students with disabilities, this organization established guidelines for professional practices. In the early 20th century, many interventions for students with speech and language disorders began in public schools. After the passage of Public Law 94-142, these mandated students began receiving elocution services in public schools. When the speech pathologist began serving students, he did so in large groups. Unfortunately, to meet the needs of individual students, there has been a decrease in teachers' workload. When reading the text, you will find many definitions associated with the field of speech and language disorders. The term speech and language disorder is used to identify all disorders that fall into this category. IDEA uses the term speech and language disorders. This term defines communication disorders such as stuttering, articulation problems, and speech or voice disorders that can affect a child's education. In some states, students can receive parole as special education with related services without having another disability. However, in other states, if a student is eligible for speech-language services, they receive speech only and are not eligible for special education and related services. There are many characteristics used to identify students with speech and language disorders. As described in the text, a speech disorder involves deficits in the areas of voice, resonance, articulation, or fluency. Children who suffer from voice disorders usually have difficulty with pitch, loudness, vocal quality, or resonance. Students who have speech and language disorders may have characteristics such as hearing impairment, cognitive or intellectual disabilities.