Speech therapy plays a critical role in young learners’ academic success as it addresses communication challenges that hinder their ability to fully comprehend and engage within their foundational coursework. While often associated with pronunciation, speech therapy develops linguistic skills for excelling in core subjects such as reading, writing, and mathematics. Without early identification and intervention, young learners with speech and language disabilities risk falling behind the academic benchmark. 

During the 2011 – 2012 school year, 40% of public schools faced severe speech therapy staff shortages due to inadequate funding. As a result, special education services declined and led to the first drop in enrollment since 2011 – 2012.1 In 2023, Denver Public Schools failed to provide required speech therapy to over 1,000 students with disabilities and violated federal regulations.2 Despite the legal protections by the Individuals with Disabilities Education Act (IDEA) enacted in 1975, persistent funding shortages continue to create a gap between the law’s intentions and its implementation.   

As young learners’ communication skills develop across various environmental contexts, reflecting on overcoming speech and language disabilities becomes essential in transforming speech therapy policy in public school special education programs. Informed by documentation from psychologists, speech pathologists, and educators, a personal narrative provides insights into the effectiveness of speech therapy programs. Speech therapy is not just about addressing language deficiencies; it’s a tool for connecting with others, articulating thoughts clearly, and navigating the world with confidence. By ensuring access to speech therapy, young learners are empowered to shape a world filled with possibility.