Keywords

Speech Pathology, Communication Sciences and Disorders, Health Literacy, Individualized Education Plan, Individuals with Disabilities Education Act, Disability Care

Abstract

This study aims to examine how personal health literacy can affect Spanish-speaking parents’ comprehension of special education documentation, specifically within the scope of Communication Sciences and Disorders (CSD) and Individuals with Disabilities Education Act (IDEA) terminology; in order to gain insight into the readability of commonly used terms within special education documents. Across the United States, limited health literacy across organizations and individuals is an extremely pressing issue as it can limit the ability for individuals to make the proper decisions involving their healthcare and education. This issue is exacerbated when considering Hispanic populations, with their personal health literacy levels ranking the lowest out of any ethno-racial group. Health literacy has only become a recent point of conversation within the lens of Communication Sciences and Disorders and special education, but it is an important consideration when giving therapy services. To test these questions, eligible parents ages 18-64 who speak English or Spanish were recruited at the University of Central Florida (UCF). Parents took a survey that included demographic questions, self-ratings of health literacy, comprehension ratings of selected terms, and multiple-choice comprehension checks on speech-language therapy and special education. Responses from Spanish-speaking and English speaking participants were compared statistically to evaluate differences in comprehension. Prior studies have identified readability issues and the lack of culturally adapted translations, but few investigations have measured Spanish-speaking parents’ comprehension of the jargon commonly used within IDEA documentation and CSD. This exacerbates the need for research that can document readability concerns for documents such as Individualized Education Plans (IEPs) within the context of the evaluation of parent understanding of CSD/IDEA terminology. By examining both readability levels and parent responses, the research will hopefully contribute evidence to call for clearer, more culturally responsive communication practices within the field of CSD and special education.

Thesis Completion Year

2026

Thesis Completion Semester

Spring

Thesis Chair

Shores, Tanya

College

College of Health Professions and Sciences

Thesis Discipline

Communication Sciences and Disorders

Language

English

Access Status

Open Access

Length of Campus Access

None

Campus Location

Orlando (Main) Campus

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Rights Statement

In Copyright