Research began in the field of speech and language disorders in the early 19th century. The first research began with deaf/hard of hearing people. Researchers were trying to find ways to help them communicate by helping them develop speech and use sign language. However, after this started, researchers wanted to look more into helping people with speech problems and not just deaf people. Training for students with speech and language disorders began with doctors providing medical and clinical treatment. Meanwhile, as interest in the need for speech correction increased, more professionals became interested in training as a speech clinician. It was in 1930 that the first speech therapy program was founded. The first speech academy was known as the American Academy of Speech correction, founded in 1925. Eventually, over time, this group became known as the American Speech-Language-Hearing Association. Like other areas associated with serving students with disabilities, this organization sets guidelines for professional practices. At the turn of the 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 speech therapy services in public schools. When speech pathologists first began serving students, it was in large groups. Unfortunately, due to meeting the needs of each student, the workload of teachers has decreased. When reading the text, there are 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 language or voice disorders that can affect a child's education. In some states, students can receive speech therapy as part of special education with associated services without having another disability. However, in other states, if a student is eligible for speech-language services, they only receive speech and are not eligible for special education and related services. Many characteristics are 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 typically have difficulty with pitch, intensity, vocal quality, or resonance. Students with speech and language disorders may exhibit characteristics such as hearing impairments, cognitive or intellectual disabilities..