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CHAPTER I

PROBLEM AND IT’S SETTING

A. INTRODUCTION

Speech disorders or speech impediments are a type of communication disorder where

'normal' speech is disrupted. This can mean stuttering, lisps, etc. Someone who is unable to speak
due to a speech disorder is considered mute.

Speech disorders affect a person's ability to produce sounds that create words. They are not
the same as language disorders, which make it more difficult for people to learn words or
understand what others are saying to them.

Types of speech disorder include stuttering, apraxia, and dysarthria. There are many
possible causes of speech disorders, including muscles weakness, brain injuries, degenerative
diseases, autism, and hearing loss.

Speech disorders can affect a person's self-esteem and their overall quality of life.
However, speech therapy, breathing exercises, and, sometimes, anti-anxiety medications can help
improve speech and reduce symptoms.

A speech-language pathologist (SLP) is a healthcare professional who specializes in speech

and language disorders. An SLP will evaluate a person for groups of symptoms that indicate one
type of speech disorder. To make an accurate diagnosis, SLPs need to rule out other speech and
language disorders and medical conditions. An SLP will review a person's medical and family
history. They will also examine how a person moves their lips, jaw, and tongue and may inspect
the muscles of the mouth and throat.

The researcher pursue this study to know the impact of having speech deficiency. It’s effect
and how to overcome this kind of problem.
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B. STATEMENT OF THE PROBLEM

General Problem

The study aims to determine the Impacts of Having Speech Deficiency of a student as
Perceived by selected Junior and Senior High School teachers of Quezonian Educational College,
Inc Atimonan, Quezon SY:2019-2020.

Sub-Problem

1. What is the Impacts of Having Speech Deficiency of a student as Perceived by selected Junior
and Senior High School teachers of Quezonian Educational College, Inc Atimonan, Quezon
SY:2019-2020. In terms of:

1.1Academic Performance

1.2Teaching Process

1.3Students Interest

1.4 Student’s behavior

2. Which of these aspect are most commonly affect the impact of having speech deficiency?

3. Which of these aspect are least commonly affect the impact of having speech deficiency?

C. LOCALE OF THE STUDY

Atimonan, officially the Municipality of Atimonan, (Tagalog: Bayan ng Atimonan), is a

1st class municipality in the province of Quezon, Philippines. According to the 2015 census, it has
a population of 63,432 people.It lies on the eastern shore of the province, 173 kilometres (107 mi)
southeast of Manila. Atimonan is bounded by the municipalities of Gumaca, Plaridel, Pagbilao and
Padre Burgos. Quezonian Educational College Inc., located at Dr. Ramon Soler St. Zone II
Atimonan, Quezon a well-known institution which aim to produce highly- skilled and globally-
competent individual.This was founded by Mrs. Angelita L. Aragon during the time in 1985 and
presently she is still the president of the school. The institution which offers Pre-elementary,
Elementary, Secondary, and Tertiary levels under the administration of Mrs. Maria Aurora A.
Tamayo the Principal and Mrs Venus A. Victoria the Dean of College. It is conducive to learning
with presence of various learning facilities that serves as training ground for all the needs of the
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learners. From Junior High School Department, the students are composed of 307 from grade seven
(7) to grade ten (10) and a Senior High School which is consist of 270 students from the tracks of
STEM, ABM, HUMSS, GAS, and TVL-HE, ICT, IA.

Selected Junior and Senior High School teachers of Quezonian Educational College, Incare
the respondents of this topic who can answer the questions about the Impacts of Having Speech
Deficiency of a student of Quezonian Educational College, Inc Atimonan, Quezon SY:2019-2020.
It is consist of ten (10) teachers from Junior High School and twelve (12) teachers from Senior
High School with the total of twenty four (24) teachers from Junior and Senior High School
Department.

This place is appropriate to this topic because these are the respondents and where the study
is being conducted that may give an accurate information that is appropriate to the study.

D.SIGNIFICANCE OF THE STUDY

SCHOOL ADMINISTRATION

This study helped to aware school administrators about this kind of disorder. So, they will
make some action like having seminar and some activities that may enhance those techers on how
they help students who is suffering in this kind of disorder and helped them to improve their
communication skills.

TEACHERS

Teachers may help them to guide the students on their PROPER SPEAKING. And the one
who helped them to teach the ability of the students to speak well and on how to avoid or to
overcome those discrimination that may attain. It will help them to learners in showing affection to
the learners who suffer in misbehave theatment cause of having speech deficiency.

PARENTS

The parents will guide their children in the adolescence period where a lot of changes may
come. The parents may have awareness to the changes of their children and they can fix it right
away. So, the children may have a chance not to have this kind of disorder.
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STUDENTS

The students will be aware about the speech disorder. So, the discrimination or any form
of abuse will be avoided. And to those student who is suffering in this kind of disorder will know
the treatments that they can use.

RESEARCHER

The researcher will know the impact of having speech deficiency of a student. And the
researcher can help to aware other people about this kind of disorder. So, they will having a chance
to conduct some plan like seminars about speech deficiency to avoid any kind of abuse and to give
some ideas about the treatment of this disorder.

FUTURE RESEARCHER

The future researcher will having an ideas about this topic that can help them to pursue
this study very well like expanding more the information about speech deficiency that can also help
others too.

E. SCOPES AND LIMITATION

This study will focus on title, the Impacts of Having Speech Deficiency of a student as
Perceived by selected Junior and Senior High School teachers of Quezonian Educational College,
Inc Atimonan, Quezon SY: 2019-2020 in terms of psychological levels of social situation, students
treatment, listener’s perceptual impression,behavior.

The researcher used a purposive sampling design because his respondents are less
than one hundred (100) and it matched his research where the teachers provide the information
required by his study. Also, he maintained to explain the direction and answered raised questions
if there’s any.
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F. CONCEPTUAL FRAMEWORK

RESEARCH PARADIGM

Independent Variable Dependent

selected Junior and Senior High School Impacts of Having Speech Deficiency of a
teachers of Quezonian Educational College, Student as Perceived by selected Junior and
Inc Atimonan, Quezon SY: 2019-2020 Senior High School teachers of Quezonian
Educational College, Inc Atimonan, Quezon
SY: 2019-2020 in terms of:
1.1 Academic Performance
1.2 Teaching Process
1.3 Students Interest
1.4 Student’s Behavior
Figure 1. Relationship between independent variable and dependent variable

Figure 1 shows the relationship of the Independent and Dependent Variable. The Independent
Variable are the selected Junior and Senior High School teachers of Quezonian Educational
College, Inc Atimonan, Quezon SY: 2019-2020. This variable is the one that will give input on the
Dependent Variable. On the other hand, the Dependent Variable are the Impacts of Having Speech
Deficiency of a Student as Perceived by selected Junior and Senior High School teachers of
Quezonian Educational College, Inc Atimonan, Quezon SY: 2019-2020 in terms of: academic
performance, teaching process, students interest, and the student’s behavior. This variable is
expected to be changed based on the input of the independent variable.
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G. DEFINITION OF TERMS

The following terms were defined in accordance with their conceptual and operational
meaning to have a working knowledge and understanding of this study.

Academic Performance - Academic performance is the measurement of student achievement

across various academic subjects. Teachers and education officials typically measure achievement
using classroom performance, graduation rates and results from standardized tests.

Speech - the expression of or the ability to express thoughts and feelings by articulate sounds.

Speech Deficiency (speech disorder)- refers to any condition that affects a person's ability to
produce sounds that create words.

Students Interest - Student interest in a topic holds so much power. When a topic connects to
what students like to do, engagement deepens as they willingly spend time thinking, dialoging,
and creating ideas in meaningful ways.

Student’s Behavior - Students who are not taught the basic values appreciated by society may
have little chance to learn them, especially if they live in a toxic home environment.

Teaching Process – is a process on how the information was given by a teacher appropriately.
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CHAPTER II

RELATED STUDIES AND LITERATURE

A.Related Literature

Foreign Literature

Having a speech impediment can increase stress and anxiety levels in social situations
forthe speaker. Hugh-Jones & Smith (1999) found that a majority of stuttering students selfreported
encountering bullying at school, as well as difficulty in making friendships. Blood,Blood, Tellis,
& Gabel (2003) report that the stigmatization associated with speech disordersmay influence self
esteem, as individuals with speech disorders often experience depression,social isolation, and
poorer performance on academics and standardized tests. To best supportthose with speech
disorders, it is imperative that speech pathologists be informed about theorigins and types of such
disorders, typical interventions enacted by speech pathologists, impactsof speech disorders across
developmental domains, and opportunities for supporting the 7socioemotional development of
individuals with speech disorders. Said information will assistspeech pathologists in providing a
well-rounded and balanced intervention program for theirclients.

Chan and Wu (5) talk about the three perspectives from which research studies on
anxiety are conducted. These are trait anxiety, state anxiety, and situation-specific anxiety. Trait
anxiety, a motive or acquired behavioral disposition that predisposes an individual to perceive a
wide range of objectively non-dangerous circumstances as threatening, and to respond to these
circumstances with anxiety state reactions disproportionate in intensity to the magnitude of the
objective danger, is relatively permanent and steady personality feature (Spielberger 10). State
anxiety is apprehension experienced at particular moment in time, for example, prior to taking
exams. This anxiety can be provoked in the confrontation of the perceived threat (MacIntyre&
Gardner 157 – 158). However, it is temporary and altered in time. In order to attribute the
experience to a particular source, researchers adopt situation specific perspective to the study of
anxiety. This perspective focuses on the situations in which anxiety is aroused and this kind of
anxiety is therefore termed as situation-specific anxiety. Unlike trait and state perspective,
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situation-specific perspective requires the respondents to attribute their anxiety to particular

sources. Specific situations can offer more understanding to particular anxiety in diverse situations.

Eagle, Chris (2015) the editor cites ‘the risk of adding yet another new kid to the block
of identity politics’ (4) in the proposal for an interdisciplinary field of Dysfluency Studies. It is a
risk worth taking. At a time when representations of speech disorders have been gaining popular
and critical acclaim in Western cultures, Literature, Speech Disorders, and Disability is the first
collection to bring analyses of dysfluent speech together with the intention of examining its cultural
capital in the literary imagination. The result is a text of both genealogy forming and potential
gathering ideas, bringing together a range of methodologies and content under a flexible heading
of literature. It is interesting because of its resulting looseness, and because of the sense it imbibes
of pushing outwards to what could be next.

Dysfluency is put to many purposes in this collection, with some chapters developing it
as a methodology to investigate the material experiences and constructions of our understanding of
both spoken and written language. Laura Davis examines the influence of Samuel Johnson, and his
own experience of an episode of aphasia in his later life, on contemporary Western notions of
normalised speech. Like St. Pierre, Davis gives an indication of what Dysfluency might mean
beyond a focus on clinical speech pathologies, drawing on the representations of non-standard, and
non-dominant, accents in Johnson’s disparaging conclusions on the oral traditions of the Scottish
Highlanders. For Johnson, speech and orality can only indicate disorder: writing becomes the only
reliable format of communication. Ronald Schleifer’s chapter posits a relationship between poetry,
or the poetic fascinations with and urges to use language, and Tourette’s syndrome. In a careful
argument that avoids romanticism, he creates a connection that allows an understanding of
Tourette’s syndrome to explore the materiality of language in the poetic form, and vice versa. Such
focuses on material aspects and experiences of speech and language expose, but importantly can
also re-work, the hierarchies that surround disordered linguistics.
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Local Literature

Leon, Marivic A. and his co-authors(2014). Limited local data on speech and language
impairment in children is available. A retrospective descriptive study was done to determine the
clinical profile of Filipino children diagnosed with speech and language delay and disorders. The
records of 1169 children diagnosed by two developmental pediatricians in their out-patient clinics
from January 2005 to March 2014 were reviewed. Data was collected regarding factors pertaining
to the maternal, perinatal history, medical history, and family and environment. Most of the
children were male who were initially seen and diagnosed at 4 years. Most common diagnosis was
Communication disorder. Maternal and perinatal histories of the children were mostly
unremarkable. Most of the subjects were mixed fed with no childhood co-morbidities. A positive
family history of speech delay and learning disabilities was common in this population. Majority
of the subjects had no siblings and lived with both parents who were mostly college graduates and
professionals. The nanny was listed as the primary caregiver of the child and majority reported on
television or electronic gadgets as stimulation. A prospective case control study is recommended
to provide better correlation between possible risk factors and speech delay and language disorders.

Tuazon, Ma. Nimfa E. “Department of Child Neurosciences Philippines Children's

Medical Center” .Disorders of speech and language development are the commonest single reason
for referal to a Child Development Center, with a peak age of presentation between the 2nd and 3rd
birthdays (Hall, 1985). Rapin in 1988 cited that "''besides delay in the acquisition of motor
milestones, inadequate development of speech is the most common sign of disorder of cerebral
function in toddlers and preschool children." When should one be concerned about inadequate
Ianguage development? Rapin (1988) has suggested the following: "Any infant who does not
engage in responsive cooing and babbling, who has not learned to point to what he wants at about
1 year of age, who does not have a vocabulary of atleast 10 meaningful words by age 18 months,
who has not started to use meaningful phrases by age 24 months, whose speech is unintelligible out
of conteext to his parents at age 2 years and to strangers at 3 years, whodoes not use language
communicatively andtalkss tohimself rather than toexpress wants orcomment
onwhatishappening,and whodoesnot understand whathis parents say to him is at risk." Any of these
complaintsshould trigger investigation andusually a referral or intervention. She further stated that
the 4 main items to consider in the differential diagnosis were1) hearing impairment, 2) mental
deficiency, 3) dysphasia, and 4) autism. The otherdisorders to consider but which presenta
lessdifficultdifferential diagnosis aredysarthria, elective mutism and structural abnormalities of
themouth and larynx. To date, there are no publications on local epidemiologic studies addressing
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this problem. At the Neurodevelopmental Section of the Philippine Children's Medical Center,
there have been 200 children evaluated from June 1987 to September 1989; in 111 of these, or
55%,speech delay was the presenting complaint. The objective of thisretrsspective paper is to
describe the clinical characteristics of theses peech delay to children, with emphasis on their
language, behavior, and evelopment.

F Gonzaga, (1991) stated that were 111 children presenting with speech delay seen at
the Neurodevelopmental Section of the Philippine Children's Medical Centerfrom June1987
toSeptember 1989.Their ages ranged from 2-13 years, with amean ageof 4.6 years. Majority
weremales, with a male to female ratioof 2.8: 1. Themost common etiology ofspeech delay in our
study population was Mental Retardation, which was found in 63% of cases. The other etiologies
found were Developmental Expressive Language Disorder, Pervasive Developmental Disorder,
and Heming Impairment. Certain language and behavioral characteristicscanhelp distinguish
among thevarious etiologies. Expressive language delay in ~n otherwise normal childpoints toa
Developmental Expressive Language Disorder. Speech delay in the presence of behavioral
characteristics which indicate some social isolation makes one lean more towards Pervasive
Developmental Disorder. Speech delay in a child whois generallydevelopmentally delayed
butwhoiscapable of establishing meaningful relationships would make one consider Mild to
Moderate Mental Retardation as an etiology.

Romero, Alexis (2019). President Rodrigo Duterte has signed into law a bill regulating the
practice of speech language pathology in the country and five other measures. The Speech
Language Pathology Act signed into law last March 22 outlines the regulations that will govern
the profession that evaluates, diagnoses, manages and prevents human communication and
swallowing disorders. It creates a professional regulatory board that will administer and enforce
regulations, supervise and regulate the registration and licensure of speech language pathologists
and study the conditions affecting the practice, among other functions. The board will be
composed of a chairperson and two members to be appointed by the president from the three
recommendees for each vacant position chosen from the five nominees of the Accredited
Integrated Professional Organization of speech language pathologists. law also requires all
applicants for the registration of speech language pathology to undergo a licensure examination.
To be qualified, an applicant should be a citizen of the Philippines or a foreign state that observes
reciprocity with the Philippines for the practice of speech language pathology, of good moral
character, has not been convicted of any crime involving moral turpitude, and a graduate of a
bachelor's degree in speech language from an institution recognized by the Commission on
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Higher Education. The board is also required to prescribe, adopt and promulgate a code of ethics
for speech language pathologists.

B. Related Study

Foreign Study

Arnold, Godfrey Edward (2011)”Prevelance of Speech Disorder”steted that in the

United States, statistics from the early 21st century compiled by the National Institute on Deafness
and Other Communication Disorders revealed that approximately 5 percent of American children
had detectable speech disorders by age six or seven. About 7.5 million Americans were found to
be unable to use their voice normally. Disorders of articulation among young children were
frequent.Studies in Germany, Austria, and other central European countries suggest that the
incidence and prevalence of speech disorders in these countries follow patterns similar to those
observed among other Western countries. There are, however, deviations from these trends. For
example, the incidence of cleft palate is very high among Native Americans, while it is much lower
among blacks than in whites. Studies of stuttering that have focused on specific populations,
including Americans, Europeans, and Africans, have indicated that the prevalence of the disorder
among these populations is highly variable. However, generalization of the data suggests that
roughly 2.5 percent of children under age five are affected by stuttering. For some speech disorders,
reliable data on global prevalence and distribution are lacking.

Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition and Child Mind
Institute (2018) stated that speech sound disorder is a communication disorder in which children
have persistent difficulty saying words or sounds correctly. Speech sound production describes the
clear articulation of the phonemes (individual sounds) that make up spoken words. Speech sound
production requires both the phonological knowledge of speech sounds and the ability to coordinate
the jaw, tongue, and lips with breathing and vocalizing in order to produce speech sounds. Children
with speech sound disorder may have difficulty with the phonological knowledge of speech sounds
or the ability to coordinate the movements necessary for speech. These communication difficulties
can result in a limited ability to effectively participate in social, academic, or occupational
environments.

According to Maxim, Elisabeta (2017) “speech disorder: case study”. Due to the
complexity of Petronela’s disorder the therapy had multiple aspects to consider. The main
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purpose was to achieve psychical balance leading to raising self-esteem by improving her speech,
memory, attention, thinking and affectivity. Another aim of the study was attaining a change in
the attitude towards school activity therefore throughout the whole study the child is
affectionately talked to and negative feedback is avoided. In order to socially integrate her, the
tasks she was assigned to were not only meant to ameliorate her speech disorder, but also to make
her feel useful and responsible. The tasks difficulty was gradually increased so as to avoid failure.
The efforts that were made in dealing with dysgraphia and dyslexia led to a certain degree of
success as the child became more independent in her attempts. Moreover, physical exercises for
the phonation-articulation apparatus reduced the speech spasms thus gaining improvements in her
pronunciation. In order to improve her reading and writing the techniques that were used aimed at
developing her phonematic hearing. Shaping the child’s attention and auditory memory was part
of a process that involved non-verbal methods, matching coloured objects with different shapes,
colouring, the imitation of gestures, attention exercises etc. After a year of speech therapy, the
girl succeeded in reading and writing quite well. Her speech improved, she became more relaxed
and her affective reactions were better. But the evolution of the therapy was made little by little
because the good results periods alternated with complete failure periods. The dyslexia and the
dysgraphia were improved but could not be completely removed. Once a better affective balance
was obtained and the speech rhythm was better, the stuttering was improved considerably. The
slow evolution and the leaping one as well as the other issues impose that the speech therapy be
continued.

Chris O (2013). There are several specific types of speech and language disorders that
appear to be closely tied with genetics. Scientists have begun identifying specific genes that are
responsible for the ways we speak and communicate. Probably the most important discovery has
been the genes FOXP2, KIAA0319, CNTNAP2, ATP2C2, and CMIP.
In 2001 scientists from the U.K. found that rare mutations of FOXP2 can be responsible
for many members of the same family struggling with specific language impairment (SLI).
Researchers have also found genetic links with other genes to stuttering, speech-sound disorder,
and developmental verbal dyspraxia (DVD).
Just like so many aspects of life, the more you know, the more you can do. Perhaps
genetics are the reason why several of your cousins have speech disorders. Understanding family
medical history can help you make better decisions about preventative care and speech therapy.
When you complete your child’s health forms and go through all of the options – family histories
of cancer, diabetes, medical illness, and so on – keep in mind that even though “speech disorder”
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might not be listed as a family medical condition doesn’t mean that there aren’t genetic
tendencies in your family. It often isn’t until you meet with a speech therapist that family
histories of speech disorders will become relevant.

Local Study

Fabian, Castillo, Saloma, Magbanua, Sagum (2015) stated that first, the system is
responsive and user-friendly based on the gathered data among the respondents. Also, it is proven
that the content of the system is effective for the users of the system. Second, there were problems
of the software while in the implementation phase that needs to be fixed. The MFCC needs to be
improved to achieve higher recognition rate. And also, when using a build in algorithm, make sure
that you have a deeper knowledge about the tool to avoid low complexity of the system. Patching
algorithm with another algorithm may cause flaws if not utilized effectively. In this study, the
system acquired an 85.55% of accuracy which maybe greater if merge another algorithm that will
work on the speed of comparing the signals in the system. These are the following suggestions and
recommendations which might help the future researchers to develop the existing system: 1) Add
some features of the system such as recording the assessment phase which is useful for the speech
pathologist when reviewing the utterance of the patient. 2) Include other letters and combination of
letters such as clusters, diphthongs, glide and nasals. 3) Improve the accuracy of the speech
recognition for better results. 4) Improve the size of the database to allow pathologist add new
words or module in the system.

Leon, Francisco, Arranz Lim, Dimalanta (2014) stated that limited local data on speech
and language impairment in children is available. A retrospective descriptive study was done to
determine the clinical profile of Filipino children diagnosed with speech and language delay and
disorders. The records of 1169 children diagnosed by two developmental pediatricians in their out-
patient clinics from January 2005 to March 2014 were reviewed. Data was collected regarding
factors pertaining to the maternal, perinatal history, medical history, and family and environment.
Most of the children were male who were initially seen and diagnosed at 4 years. Most common
diagnosis was Communication disorder. Maternal and perinatal histories of the children were
mostly unremarkable. Most of the subjects were mixed fed with no childhood co-morbidities. A
positive family history of speech delay and learning disabilities was common in this population.
Majority of the subjects had no siblings and lived with both parents who were mostly college
graduates and professionals. The nanny was listed as the primary caregiver of the child and majority
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reported on television or electronic gadgets as stimulation. A prospective case control study is

recommended to provide better correlation between possible risk factors and speech delay and
language disorders.

According to Marasigan, Lesly E. (2007), the support of family contributes to the

learning process. A home with nice neighborhood, clean sorroundings, a home with reading
materials, and other educational facilities like TV or computer helps stimulates the students’
interest study the English language. The teacher should give more drill and exercises on
pronounciation. The use of radio cassette for voice recording can be good techniques in teaching
pronounciation.

Reyes, Annabel (2005) conducted a study in Maligaya National High School where the
teachers should determine the students strength and weaknesses so that he/she can adapt his/her
instructional techniques and devices to teach students in reading and improve their reading
comprehension level. Teacher should be creative in providing different kind of comprehension
activities and exercises in reading like drawing inferences, interpreting figurative language,
dramatization and role playing.
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REFERENCES

CHAPTER 1

Kennison, Shelia M. (2014). Introduction to language development. Malaysia: SAGE. ISBN 978-
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Hearnshaw, S., et al. (2018). The speech perception skills of children with and without
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Language and speech disorders in children. (2019).

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Stuttering. (2017). https://www.nidcd.nih.gov/health/stuttering

Census of Population (2015). "Region IV-A (Calabarzon)". Total Population by Province, City,
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https://www.sciencedirect.com/topics/psychology/student-behavior
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CHAPTER II

https://pdfs.semanticscholar.org/19fc/7187a142b1f43429be29a37342d2af47c70b.pdf

Hugh-Jones, S. ,& Smith, P. (1999). Self-reports of short- and long-term effects of bullying on

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Leon, Marivic A., Francisco, Rowena R., Arranz-Lim, Ma. Theresa, Dimalanta, Francis Javier M.
(2014). “Clinical profile of Filipino children with speech and language delay and disorders seen
at two Developmental Pediatric out-patient clinics from January 2005 to March 2014”.

Fabian, Joseph Z., Castillo, Joanne C., Saloma, John Rhio F., Magbanua, Mark Lean V., Sagum,
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