Education

PRACTICAL APPROACHES TO TEACHING STUDENTS WITH AN AUDITORY PROCESSING DISORDER

Most of the academic activities depend on the ability of children to process sounds and have strong auditory processing systems. Noting lectures, interacting with other classmates, following instructions in everything, whether in classwork or sports, everything needs a strong auditory system of students.

However, acoustic conditioning was adopted to get the sound from a source to spread out equally in all directions to create an ideal diffuse sound field. It is common practice in concert rooms, auditoriums, theatres, convention centers, public buildings, etc. However, Acoustical conditions in the classroom and social environments are often blockades to listening and learning for students with APD. Therefore, this might not help the students with APD (Rosenberg, 2002).

Nevertheless, what will happen with the students who have APD – Auditory Processing Disorder? The basic skill needed to function in class and get education deficits. That is what we are going to discuss here.

CONCERN 1: WHAT IS AUDITORY PROCESSING DISORDER?

AUDITORY processing disorder is a common condition in school-age children. It can found in every 1 out of 20 students. Many children with learning difficulties may have APD. There is not one symptom of APD. It can shown in many different symptoms. Often these symptoms can mixed with the symptoms shown by the children with another disease like dyslexia, attention problems or language difficulties.
Below is the list of some APD symptoms. However, not all APD children need to show all these symptoms. Some might show very few of them. However, children who show several of these should treated properly for APD.
1. It might face difficulty in steering casual conversations.
2. Difficulty shaping behaviors.
3. There is a propensity to appear quiet, unfocussed, or off-topic during cluster discussions or to interrupt or blurt out answers.
4. It might show long delays before responding to questions or instructions.
5. They might prefer non-verbal tasks or a markedly more elevated performance IQ than verbal IQ.
6. Deteriorating performance in higher grades as verbal instruction load and sensory language demands increase.
7. Abnormally quiet, noisy, flat, formal, or “pedantic” speaking voice.
8. Might face Difficulties with generalization, conception, and symbolic language.
9. Face struggle hearing in the presence of background noises.
10. Difficulty to spell or read due to problems distinguishing word sounds.
11. Difficulty understanding what has said.
12. Delayed speech.
13. Ask question repeatedly for the clarification due to lack of attention.
14. Considerable difficulty comprehending speakers with particularly high or low-pitched voices or projecting accents.

CONCERN 2: WHAT DIFFICULTIES DO STUDENTS FACE DUE TO APD?

  •  DIFFICULTY IN LEARNING TO READ OR SPELL

Children with APD have difficulties distinguishing phonemes in spoken words, especially those in complex words and phrases. This condition refers to Auditory Discrimination Deficits. If a child faces difficulty discriminating sounds in verbal conversation, the words will sound unclear or may many of them sound the same to them. This will eventually cease the child’s development of language skills, and thus, they may have trouble speaking and listening.

 

  • DISRUPTIONS DUE TO BACKGROUND NOISES

Many children find it difficult to hear the instructions or to process the sound in the presence of background noises. They might look at hearing attentively, but in actuality, they are just striving hard in their heads to process the words. In addition, this condition referred to as Auditory Figure-Ground Deficits. Due to this reason, many students who could not listen to the teacher’s instruction end up missing the tasks given by the teachers, such as assignments or essays, then pay someone to do an assignment to save their grades.
However, these children might see giving some good attention when talking at home in silence and giving good responses compared to when talking in noisy environments.

 

  • CEASED FOCUS AND ATTENTION

Many children constantly scolded for not giving proper attention to class or not participating, assuming that they are not interested in the studies or the class or the subject. That is not the case every time. Sometimes, the inattentive behaviors are the difficulty in processing the sounds. If the teachers give lectures, the students might be attentive for the initial minutes. Still, they might get distracted after some time, thus missing a significant amount of information told by the teachers. This condition referred to as Auditory Attention deficit.

 

CONCERN 3: WHAT STRATEGIES CAN BE ADAPTED TO HELP THE STUDENTS WITH APD?

 

  • LET THEM CHOOSE FOR THEIR PREFERRED PLACE IN CLASSROOM

This generally means the front of the classroom where they could be close to the teacher to listen to them with fewer background noises and more attentively.

 

  • USING VISUAL CUES

Try to provide them with more visual cues, that is, try to give instructions and lectures with pictures or images, or ensure that they are looking towards you when you are giving some important instructions.

 

  • EMPHASIZE KEYWORDS

Parents and teachers can help students with APD by slowing their speech speed or saying words strongly and clearly so that they can focus on their lips, which will help them process the speech properly.

 

  • LET THEM KNOW SEPARATELY WHEN SOMETHING IMPORTANT IS COMING

Please give them a signal whenever you are going to deliver something important, either some important part of lectures or some important assignments s that they miss on important information. Alternatively, if even they help get some cheap assignment help so that they do not have to compromise on their grades.

 

  • HELP THEM WITH SEQUENCING

Use phrases or words that help them keep things in sequence and remember them in your mind. Alternatively, teach them to use the technique while telling something as it will help them organize their thoughts in sequence.

 

  • ASSISTIVE TECHNOLOGY

Teachers can also take technical help. Providing the students with headphones that cancel background noises and teacher talk in a microphone that students with APD can hear. Because, A student should not just graduate with a degree but a particular skill set that they are interested. Moreover, they should not left behind.

 

CONCLUSION

Students with Auditory Processing Disorders need to learn differently. They need to teach phonologic consciousness so that they have a robust reading foundation and a solid concept of the sounds of each phonogram in the English language. These techniques can followed to help them with all one can.

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