Auditory Processing Learning Disability
(There are many different types of learning disabilities.)
Disability Description and Career Possibilities:
This student reads well and is good with numbers, but she often has difficulty understanding
spoken language. For example, she forgets names, can't always follow conversations,
and oral directions confuse her. At times, she is distracted by extraneous noise
in the classroom and also loses focus and concentration in any kind of prolonged discussion
such as talking with another student, her employer or her husband. She often mishears
or mispronounces words. For example the words "frustrated" and "flustered" become
"flustrated.” She may hear "stack the dishes" for "wash the dishes."
Students with weak auditory processing skills can succeed in a college or work environment
and many obtain higher degrees leading to successful employment in fields like computer
technology, education, business and research.
Basic Access Needs for Classrooms and Lab:
In class, this student may need to sit near the instructor at the front of the room,
tape certain portions of a lecture or utilize a peer note taker. In some cases, a
written outline or a copy of the instructor's lecture notes may prove helpful.
The student's auditory processing problems and high distractibility may make it necessary
for her to take tests outside the classroom in a quiet environment and with additional
time. The specialist will authorize testing accommodations, when appropriate, for
a given semester and provide the student with a form to be signed by the instructor.
On this form, the instructor determines how the test will be delivered to Learning
Assistance and subsequently returned to his office and whether the student may use
her notes, a dictionary, thesaurus, calculator or other materials during the test.
The Learning Assistance Program’s Instructional Lab has resources that can help this
student. In this quiet study environment with the latest computer technology, instructional
aides can provide strategies aimed at increasing attention and concentration as well
as note taking techniques to make this student a more active learner in the classroom.
The student may utilized voice recognition programs, screen readers, thought organization
software, spelling/grammar checkers, etc. depending on their specific learning disability.
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"I came from Mexico at age17, which meant I not only had to learn English at a High School level, but had to prepare for college-level courses. During my first semesters at AHC I enrolled in ESL, and made extensive use of their writing lab, which I believe was critical in my transition to transfer level classes. Engineering is a difficult major on its own, but learning all those concepts and terminology while just getting out of ESL classes was a challenge. AHC professors, counselors and programs were key to my success."
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