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A very young who just began to stutter or misarticulate speech sounds may not be aware of his or her speech problem. Mothers of children with language disorders may spend so much time on occasion trying to figure out what their children want that both they and their children are frustrated and exhausted in the process. Parents also may be frustrated because they do not understand what their children with language disorders want. A child who is not able to articulate some or most of the speech sounds correctly or does not have adequate language skills may be frustrated in getting simple needs fulfilled. More emotional damage may be caused by a teacher who abruptly terminates an oral presentational because the child who stutters is having a difficult time. Sometimes other people's good intentions do not work to the child's advantage. Finally, the child may come to believe that he or she is not, after all, as capable as other children with typical communicative skills. Eventually, parents may also think that their child with a speech or language disorder cannot accomplish as much as other children. Teachers may expect less from children with communicative disorders. Some people may think that a child or an adult with a communicative disorder is less capable than those who speak typically. People with communicative disorders may be deprived of opportunities to speak because of the belief that "they can't talk right", which often translates into "they can't talk at all". Even when there is no explicit teasing, many children and even some adults cannot hide their negative reactions. Children who have speech disorders can be easy targets for teasing by other children. The child then begins to realize that there is something wrong with his or her way of talking. Soon adults and children begin to react to the child's impaired communication. The utterances are more like telegrams only the most essential words are used, and certain grammatical elements are omitted. Both the speaker with an impairment and his or her non-impaired listeners are affected by the disorder. Like communication, a disorder of communication is an interactional process. A serious disorder of communication may have profound social, emotional, and educational effects. Unfortunately, many groups do not receive adequate services from speech-language pathologists and audiologists. The prevalence of a disorder is based on the number of people who receive services in clinical and educational facilities. Prevalence refers to the number of individuals that currently have a particular disorder. As expected, the prevalence of hearing loss increases with age and is highest in the older populations. Many of these people may also have a speech, voice, or language problem. In the general population, about 11% of people may have a hearing loss. The child's sentences may lack variety, and thus only simple, active, and declarative sentences may be produced. The child with language disorders speaks in short or incomplete sentences, and thus word order may be incorrect. The child with language disorders speaks in short or incomplete sentences and word order may be incorrect. This aspect also includes grammatical morphemes such as the plural and possessive inflections, articles, regular past tense, and many others. Only the most essential words are used, and certain grammatical elements are omitted, and thus this kind of speech often is described as telegraphic.
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