| Are you the parent of a child with autism or a | | | | #5: Ask that your child's teacher provide a separate |
| learning disability that has been diagnosed with | | | | work area for your child to limit distractions. |
| auditory processing disorder? Would you like to | | | | #6: Ask for FM amplification to improve access to |
| understand how this disorder affects your child's | | | | auditory information. The recommendation for this |
| education? Would you like to learn about some things | | | | system is usually made by an audiologist, who is |
| that your child's teacher can do in the classroom, to | | | | especially trained in this area. |
| help your child learn? This article will give you 15 | | | | #7: Ask your child's teacher to speak in a clear |
| parenting tips that will help your child in their | | | | modulated voice to increase the chance that your |
| classroom. | | | | child will understand what is being said. |
| Auditory Processing Disorder is the inability to attend | | | | #8: Ask your child's teacher to break down verbal |
| to, discriminate among, or understand auditory | | | | directions to small steps. Also ask that the directions |
| information. This disorder negatively affects a child's | | | | be repeated and perhaps used with visual cues. |
| education in many ways that will be discussed. | | | | #9: Your child can repeat the verbal instruction or the |
| #1: Make sure that your child's teacher understands | | | | directions to ensure that he or she understands |
| what auditory processing disorder I,s and how to | | | | them. |
| work with your child. This disorder can negatively | | | | #10: Children respond better to positive feedback |
| affect reading in many ways as well as other areas | | | | than negative feedback or punishment. Work with |
| of academics. Your child's teacher may require special | | | | your child's teacher to put in place positive supports |
| training in this area, to be able to effectively work | | | | that will help your child. |
| with your child. | | | | #11: Have your child's teacher review, preview and |
| #2: Make sure that your child is receiving preferential | | | | summarize a class lesson. |
| seating near the person that is giving the instruction. | | | | #12: If your child needs more time on assignments |
| A distance of three to four feet is best, and will | | | | ask their teacher to allow this as a accommodation. |
| allow your child to receive the most benefit not only | | | | #13: Long complicated directions could be tape |
| from auditory communication but from visual as well. | | | | recorded so that your child could listen to them |
| Ask your child's teacher not to put them near a noise | | | | several times. |
| source such as bathroom, equipment etc. | | | | #14: Open classrooms are very difficult for children |
| #3: Make sure that your child's teacher is giving visual | | | | with auditory processing disorder. Doors and windows |
| cues, which will make it easier for your child to | | | | should be closed as much as possible to reduce or |
| understand what the teacher is saying. | | | | eliminate distractions. |
| #4: A peer partner may be helpful in keeping your | | | | #15: Ask your child's teacher to allow them to use |
| child on task and helping them to understand verbal | | | | special organizational materials such as organizers, |
| directions and instruction. | | | | notebooks to write verbal directions down, etc. |