The ability to process and learn from oral instructions and oral information is a fundamental skill required throughout life. So how can you help your child strengthen these skills? Here is a list of very easy do it at home activities that you can practice throughout the day to strengthen your child’s auditory processing.
End of the day review
Every night as you tuck your child into bed, discuss the events of the day. Have your child try to remember all the wonderful (or not so wonderful) things that happened that day. Can your child recall the events sequentially?
Play the game – what’s next?
Pick a room in your house and give your child two instructions. For example, “go into the dining room, grab a spoon and hide under the table.” Try to build up to 3 instructions over time. Then switch so that your child gets to give you instructions to follow too.
Follow my rhythm
You can clap a short pattern and have your child repeat it. Make it simple at first (one slow clap, two fast ones and then a slow one). Then slowly increase the complexity and loudness of the claps. Then ask your child to make up a pattern for you to repeat.
I went to the market and I bought…
This is a family game and can be played around the dinner table. Start with “I went to the market and I bought an apple.” The second person says, “I went to the market and I bought an apple an a banana.” The third person says, “I went to the market and I bought an apple and a banana and a bag of chips.” Etc. etc…
Listen to music and memorize the lyrics
Have your child listen to a song and learn to sing the lyrics. Give your child a song that they are unfamiliar with or one that they do not know the words to already. Replay the tune often until your child can sing the entire song.
Listen to Audio books
Audio books force a child to listen. Pick a story that your child enjoys and is excited about listening to. Don’t hesitate to choose books they have already read. Repetition builds understanding, and we all love to read or listen to our favorite books over and over again.
Play Mother May I
Have your child line up and face you (about 20 feet away). Then give your child 2 commands such as, “Take 3 steps forward and touch your nose with your right pinky finger. Or, hop forward 2 hops then do the chicken dance.” The child will ask, “Mother may I?” You answer yes or no. When your child finally gets to you – switch roles. Eventually try to get up to 3 commands.
Memorize a Poem
Have your child memorize a poem and recite it to you. Aim for memorization of at least four to eight short poems during the school year. Keep reciting the old ones and build up a repertoire. Try to pick poems that the child has read and enjoyed. This can begin with simple fun ones and then eventually increase to some rich and deep poetry too.
When you strengthen your child’s auditory processing skills, remember to make it a fun experience for both you and them. Just a few minutes a day with some of the above mentioned activities will hopefully make a big difference.
Learn more about the New PRIDE Reading Program
Karina Richland, M.A., developed the PRIDE Reading Program, an Orton-Gillingham program for struggling readers, based on her extensive experience working with children with learning differences over the past 30 years. She has been a teacher, educational consultant and the Executive Director of PRIDE Learning Centers in Southern California. Please feel free to email her with any questions at email@example.com.
Children with auditory processing disorder will often struggle in a classroom setting, especially in the areas of following directions, reading, spelling, writing and comprehension. Auditory processing disorder results in a child mis-hearing, mis-pronouncing, and mis-repeating information. These children often have difficulty hearing the difference between sounds or words that are similar (coat/boat or sh/ch/. If you can’t hear the sounds properly, you can’t say the sounds properly you will also not read or write the sounds properly.
Here are some strategies for teachers and other professionals that work with children diagnosed with an auditory processing disorder in the classroom:
- Sit the child as close to the teacher as possible. Most children with auditory processing disorder will have difficulties hearing among other noises. If the child is sitting towards the back of the class he will only hear the sounds surrounding him – not the teacher’s voice. Therefore, just by moving the child nearer to the sound, at the front of the class will make a huge difference.
- Have the child look at the speaker. The child with auditory processing disorder needs to see the face and mouth of the speaker. Give the child as much eye contact as possible.
- Encourage all participants in the classroom to project their voices clearly. So many children have soft voices. When the teacher is asking questions and calling on students, the teacher can repeat the answer of the quieter voiced children so that everyone is able to hear and understand the answer. Not being able to hear is a lost opportunity for learning!
- Implement lots of visual images. Using visual stimuli when explaining will give the child with auditory discrimination problems lots of clues. These can include charts, pictures or illustrations. Teachers can use their own body language to serve as a visual. This could be hand movements or facial expressions. Think of ESL teachers and how they utilize TPR (total physical response).
- Praise the child often for being a good listener!
Karina Richland is the Founder and Director of Pride Learning Centers, located in Los Angeles and Orange County. Ms. Richland is a certified reading and learning disability specialist. Ms. Richland speaks frequently to parents, teachers, and professionals on learning differences, and writes for several journals and publications. You can reach her by email at firstname.lastname@example.org or visit the Pride Learning Center website at: www.pridelearningcenter.com
Almost every school activity, including listening to teachers, interacting with classmates, singing along in music class, following instructions in physical education, etc, depends on the ability for students to process sounds and have a strong auditory system in learning. But what happens if this auditory system has deficits? Can a child still learn?
Does my child have Auditory Processing Disorder?
Auditory Processing (APD) is a very common learning disability and affects about 5% of school-age children. Auditory Processing can present itself with many different symptoms and behaviors. Often these behaviors resemble those seen with other learning challenges, like language difficulties, attention problems and autism. Most children with auditory processing difficulties show only a few of the following behaviors. No child will show all of them. However, any child who displays several of these symptoms should be carefully evaluated for auditory processing disorder.
- Delayed speech.
- Persistent articulation errors.
- Abnormally soft, loud, flat, formal, or “pedantic” speaking voice.
- Difficulty conducting casual conversations.
- Difficulty reading or spelling due to problems discriminating word sounds.
- Difficulty following oral directions.
- Difficulty organizing behaviors.
- A tendency to appear quiet, distracted, or off topic during group discussions or to interrupt or blurt out answers.
- Long delays before responding to questions or instructions.
- Preferences for nonverbal tasks or a markedly higher performance IQ than verbal IQ.
- Difficulty taking notes.
- Worsening performance in higher grades as oral instruction load and receptive language demands increase.
- Difficulties with inference, abstraction, and figurative language.
- Difficulty hearing in the presence of background noise.
- Difficulty understanding what’s said.
- A tendency to ask for restatement or clarification, or repeatedly saying “what?” or “huh?”
- Marked difficulty understanding speakers with particularly high or low-pitched voices or with prominent accents.
How does Auditory Processing affect my child’s learning?
Children with Auditory Processing Disorders have difficulties distinguishing the sounds or phonemes in spoken words, especially those in complex words and sentences. This is referred to as Auditory Discrimination Deficits. If a child has difficulties discriminating sounds in language, then words will sound unclear or distorted as well as many will sound alike. This in turn will affect a child’s development of language skills. They may have trouble speaking and listening, because of problems learning basic grammar and word meanings. Many vowel and consonant sounds may sound the same to them, especially when spoken quickly. As a result, not only will they have difficulty hearing the differences between words that sound alike (think, thing, sink, thin) they will also have difficulty understanding the connections between those words and the letters used to represent them.
This is why children with Auditory Processing Difficulties often have trouble with reading and spelling. Since they cannot hear the sound distinctions between words, the rules linking sounds to letters and letter groups can be hard for them to master.
Most children with Auditory Processing Disorder have difficulty hearing in the presence of background noise. This is referred to as Auditory Figure-Ground Deficits. Although the children often hear well enough at home or in quiet environments, they may appear hard of hearing or even functionally deaf in noisy environments such as school.
In the classroom, a child with Auditory Processing Deficits will have great difficulties staying focused on a listening task. This is referred to as Auditory Attention Deficits. If a teacher is giving a lecture, for example, the student might listen in for a few minutes but then drift off and daydream missing out on significant amounts of information.
Students with Auditory Processing Challenges have great difficulties remembering information given. This is referred to as Auditory Memory Deficits. If the teacher says, “get a piece of paper and a pencil out of your desk and write down your spelling words,” the student may get confused because there are too many commands at once. Impairments in the auditory memory deficits can severely weaken not only long-term memory but also language development and comprehension.
How can a child with Auditory Processing Disorder get help?
The sooner a child with Auditory Processing Disorder is given proper teaching strategies, particularly in the very early grades, the more likely it is that they will have fewer or milder difficulties later in life. These students will need a very structured, systematic, cumulative, repetitive and multisensory teaching method such as the Orton-Gillingham approach. By using a multisensory approach the student will be able to learn using the visual and kinesthetic modalities while simultaneously strengthening the auditory channels.
The best learning environment for a student with auditory processing is always one-to-one with very minimal distractions and outside noises. Students who have severe auditory processing disorder may need an intensive training program to catch up and stay up with the rest of their class. During this intensive training, students will overcome many reading, writing, spelling and comprehension difficulties and learn strategies that will last a lifetime.
Teachers and parents both need to remember that Auditory Processing Disorder is a real condition. The symptoms and behaviors are not within the child’s control. Children with Auditory Processing Disorder are not being defiant or being lazy. A child with Auditory Processing Disorder can go on in life and become just as successful as other classmates.
Learn more about the New PRIDE Reading Program
Karina Richland, M.A. is the Founder of PRIDE Learning Centers, located in Los Angeles and Orange County. Ms. Richland is a certified reading and learning disability specialist. Ms. Richland speaks frequently to parents, teachers, and professionals on learning differences, and writes for several journals and publications. You can reach her by email at email@example.com or visit the PRIDE Learning Center website at: www.pridelearningcenter.com
Having strong language skills is very important in school. Students who have auditory processing disorder have weaker language skills compared to others of their age and can therefore have serious problems as students. Even though individuals with auditory processing disorder are intelligent in other important ways, students with language disorders are apt to find school especially difficult and sometimes frustrating and embarrassing.
Kinds of problems that students with Auditory Processing face:
Students with auditory processing are sometimes slower at learning, understanding and using new words.
- Comprehending spoken language: Some students with auditory processing feel that the teacher is speaking much too fast. They start getting mixed up or confused when a teacher gives them complicated instructions or explanations.
- Reading: Individuals with auditory processing disorder might find themselves falling far behind in their reading skills. In the beginning grades, these children might have trouble sounding out or identifying individual words because of poor phonemic awareness and phonological processing skills. Others might understand the sounds but have troubles remembering them. As the grades get higher, these students often have more and more difficulty with understanding or remembering what was read which hinders their reading comprehension skills.
- Communicating ideas in words: Sometimes students with auditory processing skills have a strong vocabulary but have difficulties recalling, finding and using the right words quickly when they need them. This hinders their abilities to participate in classroom discussions or makes them nervous when they are called upon in class. Many times these students have excellent ideas but difficulties expressing them in language.
- Writing and Spelling: Students who have difficulties expressing their ideas out loud often also struggle expressing themselves on paper. Compositions, book reports, essays and stories are a huge obstacle of them. Because these kids don’t have a strong sense of the sounds of the language, they will struggle in spelling. They won’t apply spelling rules, usually spelling the words exactly as they look.
What can be done about Auditory Processing Disorder?
Get Help from Teachers:
- A teacher needs to be informed that the student does indeed have an auditory processing disorder and how this might affect the student’s classroom performance.
- The teacher dealing with a student with auditory processing needs to be flexible in their approach, so that they can find a method that suits the child, rather than expecting that all students will learn in the same way.
- The teacher can be cautious not to talk too quickly or in sentences that are too long or complicated.
- The teacher can give the student some visuals and illustrations on what is being said.
- Most often, the student with auditory processing needs to sit in the very front of the class so that he or she can listen and focus on the language better.
- The teacher can also give the student extra time for a response when asked a question, or focus more on yes and no questions for these students.
Get Outside Professional Help:
Students with Auditory Processing Disorders will need extra outside the school help with reading, writing, and spelling. The tutor who does this should be knowledgeable and experienced in working with students with learning disabilities and trained in a reputable multisensory Orton-Gillingham reading, writing, spelling ad comprehension program.
Many students with Auditory Processing benefit greatly when working together with a speech and language therapist. Speech Therapists have been specially trained to work with individuals who are having difficulties understanding or communicating. Both the tutor and the speech therapist can work side by side and also help the classroom teacher understand auditory processing and the student’s language difficulties.
Don’t Give Up!
Students that have Auditory Processing Deficits should never get discouraged. Most of these students do improve as they go through school. However, there might be some students who fall behind in school because of their language problems. It is easy for these kids to get discouraged and give up. When this happens their academic skills end up further behind those of kids who get a lot of practice through schoolwork. Work hard and stay motivated. Get outside help and stay positive.
Karina Richland, M.A. is the Founder and Director of PRIDE Learning Centers, located in Los Angeles and Orange County. Ms. Richland is a certified reading and learning disability specialist. Ms. Richland speaks frequently to parents, teachers, and professionals on learning differences, and writes for several journals and publications. You can reach her by email at firstname.lastname@example.org or visit the PRIDE Learning Center website at: www.pridelearningcenter.com
PRIDE Learning Center, a specialized tutoring center in San Clemente, has announced it will offer a specialized summer reading camp to better meet the needs of children with dyslexia, auditory and visual processing, speech delays, autism, ADHD and other language and learning disabilities.
The summer reading camp at PRIDE Learning Center in San Clemente will run weekly from June – August to accommodate busy schedules and traveling families. Children can attend from either 9:00am – 12:00pm or 12:30pm – 3:30 pm Monday –Friday. All of the teachers at PRIDE Learning Center are credentialed with strong special education backgrounds and deliver one-on-one Orton-Gillingham language and reading lessons.
“This summer reading camp at PRIDE is designed to help students in a way that a regular summer school program cannot,” states Center Director Lauren Rice. “Summer is a wonderful and effective time for struggling students to boost their skills and close the reading and comprehension gaps,” says Rice.
PRIDE Learning Center is a leading tutoring company in Los Angeles and Orange County, for students with learning disabilities. Their reading and comprehension program has been shown to boost student performance almost 2 grade levels in just 3 months. The Orton-Gillingham instruction develops the underlying reading and comprehension skills necessary for students with dyslexia, auditory processing, visual processing, autism, speech delays, ADHD and other learning challenges. It is common to see years of reading improvement after just weeks of intensive instruction.
“Although the reading camp is intensive and highly structured, the teachers at PRIDE make it really fun and super engaging for the kids. The kids love it and we have families return to us each summer,” says Lauren Rice.
Individuals interested in the summer reading camp at PRIDE Learning Center in San Clemente can call (949) 284-8015, visit the website at www.pridelearningcenter.com or email email@example.com.
Uwezo wa kuchanganua na kujifunza kutoka kwa maagizo ya mdomo na habari ya mdomo ni ujuzi wa msingi unaohitajika katika maisha yote. Kwa hiyo, unawezaje kumsaidia mtoto wako asitawishe uwezo huo? Hapa kuna orodha ya shughuli rahisi za kufanya nyumbani ambazo unaweza kufanya siku nzima ili kuimarisha usindikaji wa kusikia wa mtoto wako. Kila usiku, unapomweka mtoto wako kitandani, zungumza naye kuhusu matukio ya siku hiyo. Msaidie mtoto wako kukumbuka mambo mazuri (au mabaya) yaliyompata. Je, mtoto wako anaweza kukumbuka mambo hayo kwa utaratibu? Kucheza mchezo <unk> nini<unk> ni ijayo? Chagua chumba cha nyumbani na umpe mtoto wako maagizo mawili. "Kwa mfano, ""enda katika chumba cha kulia chakula, kunyakua kijiko na kujificha chini ya meza."" Jaribu kujenga hadi maagizo matatu kwa muda." Kisha badilisha ili mtoto wako apate kukupa maagizo ya kufuata pia. Fanya kama ninavyofanya: Piga makofi kwa sauti ya chini na umwambie mtoto wako. Fanya iwe rahisi mwanzoni (kikombe kimoja cha polepole, viwili vya haraka na kisha kimoja cha polepole). Kisha polepole ongeza utata na sauti ya makofi. Kisha mwombe mtoto wako afanye mfano ambao unaweza kurudia. Nilienda sokoni na kununua... hii ni mchezo wa familia na inaweza kuchezwa karibu na meza ya chakula cha jioni. "Kwanza na ""Nilikuwa sokoni na kununua apple"" mtu wa pili anasema ""Nilikuwa sokoni na kununua apple na ndizi"" mtu wa tatu anasema ""Nilikuwa sokoni na kununua apple na ndizi na mfuko wa chips"" na kadhalika." Msaada: Msikilize wimbo na ukumbuke maneno yake. Mpe mtoto wako wimbo ambao haujui au ambao bado hajui maneno yake. Rudia wimbo huo mara nyingi mpaka mtoto wako aweze kuimba wimbo wote. Kusikiliza vitabu vya sauti Vitabu vya sauti humlazimisha mtoto asikilize. Chagua hadithi ambayo mtoto wako anapenda na anafurahi kuisikiliza. Usisite kuchagua vitabu ambavyo tayari wamesoma. Kurudia-rudia huongeza uelewevu, na sisi sote tunapenda kusoma au kusikiliza vitabu tunavyopenda tena na tena. "Mama, naomba mtoto wako awe mstari na kukabiliana na wewe (karibu mita 20 mbali).""" "Kisha mwambie mtoto wako ""Chukua hatua tatu mbele na kugusa pua yako kwa kidole chako cha kulia.""" "Kama mtoto anapiga mbio mbili mbele na kucheza dansi ya kuku, mtoto anauliza, ""Mama, naweza?"" na wewe unamjibu ""Ndio"" au ""Hapana.""" Mtoto wako anapokufikia hatimaye <unk> badilisha majukumu. Mwishowe, jaribu kupata hadi amri tatu. Kumbuka shairi Mfanye mtoto wako akumbuke shairi na kukusomea. Lengo la kukumbuka angalau mashairi manne hadi manane mafupi wakati wa mwaka wa shule. Endelea kusomea nyimbo za zamani na kujenga orodha ya nyimbo. Jaribu kuchagua mashairi ambayo mtoto amesoma na kufurahia. Hii inaweza kuanza na wale rahisi ya furaha na kisha hatimaye kuongeza kwa baadhi ya mashairi tajiri na ya kina pia. Wakati wa kuimarisha ujuzi wa utunzaji wa kusikia wa mtoto wako, kumbuka kuifanya kuwa uzoefu wa kufurahisha kwa wewe na wao. Hata dakika chache tu za kufanya mambo hayo kila siku zinaweza kuleta mabadiliko makubwa. Karina Richland, M.A., aliunda Programu ya Kusoma ya Pride, programu ya Orton-Gillingham kwa wasomaji wanaopambana, kulingana na uzoefu wake mkubwa wa kufanya kazi na watoto wenye tofauti za kujifunza katika miaka 30 iliyopita. Yeye ni mwalimu, mshauri wa elimu na Mkurugenzi Mtendaji wa Vituo vya Kujifunza vya PRIDE huko California Kusini. Tafadhali jisikie huru kumtumia barua pepe na maswali yoyote kwenye email@example.com. Watoto wenye matatizo ya kusikia mara nyingi hupata shida katika mazingira ya darasa, hasa katika maeneo ya kufuata mwelekeo, kusoma, kuandika, kuandika na kuelewa. Ugonjwa wa usindikaji wa kusikia husababisha mtoto asikie vizuri, aseme vibaya, na kurudia habari vibaya. Watoto hawa mara nyingi wana shida kusikia tofauti kati ya sauti au maneno ambayo ni sawa (coat, boat au sh-sh-sh). Kama huwezi kusikia sauti vizuri, huwezi kusema sauti vizuri pia huwezi kusoma au kuandika sauti vizuri. Mazoezi ya walimu na wataalamu wanaofanya kazi na watoto wenye matatizo ya kusikia katika darasa: Watoto wengi walio na tatizo la kusikiliza sauti watakuwa na matatizo ya kusikia sauti nyinginezo. Ikiwa mtoto ameketi upande wa nyuma wa darasa atasikia tu sauti zinazomzunguka <unk> si sauti ya mwalimu. Kwa hiyo, kwa kuhamisha mtoto karibu na sauti, mbele ya darasa, kutakuwa na tofauti kubwa. - Mvulana huyo amtazame msemaji. Mtoto mwenye tatizo la kusikia anahitaji kuona uso na kinywa cha msemaji. Msaidie mtoto wako kwa kumtazama macho kwa kadiri iwezekanavyo. - Kuhimiza washiriki wote katika darasa kutoa sauti zao waziwazi. Watoto wengi sana wana sauti laini. Mwalimu anapokuwa akiuliza maswali na kuwaita wanafunzi, anaweza kurudia jibu la watoto wenye sauti ya chini ili kila mtu asikie na kuelewa jibu. Kutokuwa na uwezo wa kusikia ni fursa iliyopotea ya kujifunza! - Kutekeleza mengi ya picha za kuona. Kutumia vichocheo vya kuona anapokuwa akieleza kutampa mtoto mwenye matatizo ya kutofautisha sauti vidokezo vingi. Hizi zaweza kutia ndani chati, picha au vielezi. Walimu wanaweza kutumia lugha yao ya mwili kama kielelezo. Hilo laweza kuwa mwendo wa mikono au wonyesho wa uso. Kwa mfano, kwa mfano, mwalimu wa ESL anaweza kutumia TPR (Total Physical Response). - Msifu mtoto mara nyingi kwa kuwa msikilizaji mzuri! Karina Richland ni Mwanzilishi na Mkurugenzi wa Pride Learning Centers, ziko katika Los Angeles na Orange County. Bi. Richland ni mtaalamu aliyehitimu wa ulemavu wa kusoma na kujifunza. Richland anazungumza mara kwa mara kwa wazazi, walimu, na wataalamu juu ya tofauti za kujifunza, na anaandika kwa majarida na machapisho kadhaa. Unaweza kumfikia kwa barua pepe kwa jina la kwanza, jina la mwisho, mfano, au kutembelea tovuti ya Kituo cha Kujifunza cha Pride, karibu shughuli zote za shule, ikiwa ni pamoja na kusikiliza walimu, kuingiliana na wanafunzi wenzake, kuimba pamoja katika darasa la muziki, kufuata maagizo katika elimu ya mwili, nk, inategemea uwezo wa wanafunzi kuchakata sauti na kuwa na mfumo wa kusikia wenye nguvu katika kujifunza. Lakini inakuwaje ikiwa mfumo huu wa kusikia una upungufu? Je, mtoto anaweza kujifunza? Je, mtoto wangu ana tatizo la kusikia? Uwezo wa kusikia (APD) ni tatizo la kawaida la kujifunza na huathiri karibu asilimia 5 ya watoto wa umri wa kwenda shule. Utaratibu wa kusikia unaweza kujitokeza na dalili na tabia nyingi tofauti. Mara nyingi tabia hizi zinafanana na zile zinazoonekana na changamoto nyingine za kujifunza, kama shida za lugha, matatizo ya umakini na autism. Watoto wengi wenye matatizo ya kusikiliza huonyesha baadhi tu ya tabia zifuatazo. Hakuna mtoto atakayewatoa wote. Hata hivyo, mtoto yeyote anayeonyesha dalili kadhaa kati ya hizo anapaswa kuchunguzwa kwa uangalifu ili kujua kama ana tatizo la kusikia. - Kuzungumza kwa kuchelewa. - Makosa ya kudumu ya usemi. - Sauti ya kuzungumza ya kawaida laini, kubwa, tambarare, rasmi, au "pedantic". - Ugumu wa kuendesha mazungumzo ya kawaida. - Ugumu wa kusoma au kuandika kwa sababu ya matatizo ya kutofautisha sauti za maneno. - Ugumu wa kufuata maagizo ya mdomo. - Ugumu wa kupanga tabia. - Mwelekeo wa kuonekana utulivu, kutoelewana, au mbali na kichwa wakati wa majadiliano ya kikundi au kuvuruga au kutoa majibu. - Ucheleweshaji mrefu kabla ya kujibu maswali au maagizo. - Mapendeleo kwa ajili ya kazi zisizo za maneno au utendaji wa juu sana IQ kuliko IQ ya maneno. - Ugumu wa kuchukua maelezo. - Kuongezeka kwa utendaji katika madarasa ya juu kama mzigo wa mafundisho ya mdomo na mahitaji ya lugha ya kukaribisha yanaongezeka. - Ugumu wa kufikiri, kutofautisha, na lugha ya mfano. - Ugumu wa kusikia wakati wa kelele za nyuma. - Ugumu wa kuelewa kile kinachosemwa. - Mwelekeo wa kuomba re-telling au ufafanuzi, au mara kwa mara kusema <unk>what?<unk> au <unk>huh?<unk> - Marked ugumu wa kuelewa wasemaji na hasa juu au chini-pitched sauti au na lafudhi maarufu. Utaratibu wa Usikilizaji huathirije kujifunza kwa mtoto wangu? Watoto wenye matatizo ya kusikia na utunzaji wa sauti wana shida kutofautisha sauti au fonemu katika maneno yaliyosemwa, haswa yale katika maneno na sentensi ngumu. Hii inaitwa Auditory Discrimination Deficits. Ikiwa mtoto ana matatizo ya kutofautisha sauti katika lugha, basi maneno yatakuwa yasiyo wazi au yamepotoshwa na mengi yatakuwa sawa. Hilo pia litaathiri ukuzi wa ujuzi wa lugha wa mtoto. Huenda wakawa na matatizo ya kusema na kusikiliza, kwa sababu ya matatizo ya kujifunza sarufi ya msingi na maana za maneno. Sauti nyingi za vokali na konsonanti zaweza kuonekana kuwa sawa kwao, hasa zinapozungumzwa haraka. Kwa sababu hiyo, hawatapata shida tu kusikia tofauti kati ya maneno yanayofanana (think, thing, sink, thin) lakini pia watapata shida kuelewa uhusiano kati ya maneno hayo na herufi zinazotumiwa kuwakilisha. Hii ndiyo sababu watoto wenye matatizo ya usindikaji wa kusikia mara nyingi huwa na matatizo ya kusoma na kuandika. Kwa kuwa hawawezi kusikia tofauti za sauti kati ya maneno, huenda ikawa vigumu kwao kuelewa sheria zinazohusianisha sauti na herufi na vikundi vya herufi. Watoto wengi wenye ugonjwa wa Auditory Processing Disorder wana matatizo ya kusikia wanapokuwa na kelele za nyuma. Jambo hilo huitwa upungufu wa uwezo wa kusikia. Ingawa watoto mara nyingi kusikia vizuri kutosha nyumbani au katika mazingira ya utulivu, wanaweza kuonekana vigumu kusikia au hata functionally viziwi katika mazingira ya kelele kama vile shule. Katika darasa, mtoto mwenye Upungufu wa Utaratibu wa Usikilizaji atakuwa na ugumu mkubwa wa kukaza fikira kwenye kazi ya kusikiliza. Jambo hilo huitwa upungufu wa uangalifu wa kusikia. Mwalimu anapotoa hotuba, kwa mfano, mwanafunzi anaweza kusikiliza kwa dakika chache lakini kisha kupotea na kuota ndoto za mchana akipoteza kiasi kikubwa cha habari. Wanafunzi wenye matatizo ya usindikaji wa kusikia wana matatizo makubwa ya kukumbuka habari zinazotolewa. Jambo hilo huitwa upungufu wa kumbukumbu ya kusikia. Kama mwalimu anasema, <unk>kupata kipande cha karatasi na kalamu nje ya dawati lako na kuandika maneno yako spelling,<unk> mwanafunzi anaweza kupata kuchanganyikiwa kwa sababu kuna amri nyingi sana kwa wakati mmoja. Uharibifu wa kumbukumbu ya kusikia unaweza kudhoofisha sana kumbukumbu ya muda mrefu na pia maendeleo ya lugha na uelewa. Mtoto mwenye tatizo la kusikiliza anawezaje kupata msaada? Kadiri mtoto mwenye tatizo la kusikia anavyoanza kujifunza, ndivyo atakavyokuwa na matatizo madogo au madogo baadaye. Wanafunzi hawa watahitaji mbinu ya kufundisha iliyoundwa sana, ya utaratibu, ya kukusanya, ya kurudia na ya hisia nyingi kama vile mbinu ya Orton-Gillingham. Kwa kutumia mbinu ya multisensory mwanafunzi itakuwa na uwezo wa kujifunza kwa kutumia modalities visual na kinesthetic wakati wakati huo huo kuimarisha njia za kusikia. Mazingira bora ya kujifunza kwa mwanafunzi na usindikaji wa kusikia ni daima moja-kwa-moja na distractions kidogo sana na kelele nje. Wanafunzi walio na matatizo makubwa ya kusikia na kusikiliza wanaweza kuhitaji programu ya mafunzo ya kina ili waweze kukabiliana na wengine katika darasa lao. Katika mafunzo haya ya kina, wanafunzi watashinda matatizo mengi ya kusoma, kuandika, kuandika na kuelewa na kujifunza mikakati ambayo itadumu maisha yao yote. Walimu na wazazi wote wawili wanahitaji kukumbuka kwamba Ugonjwa wa Utaratibu wa Usikilizaji ni hali halisi. Dalili na tabia haziko chini ya udhibiti wa mtoto. Watoto wenye tatizo la kusikiliza wala kutoelewa mambo si wavivu au wavivu. Mtoto mwenye tatizo la kusikia anaweza kuendelea na maisha yake na kufanikiwa kama wanafunzi wenzake. Jifunze zaidi kuhusu Programu Mpya ya Kusoma ya PRIDE Karina Richland, M.A. Ni mwanzilishi wa Pride Learning Centers, ziko katika Los Angeles na Orange County. Bi. Richland ni mtaalamu aliyehitimu wa ulemavu wa kusoma na kujifunza. Richland anazungumza mara kwa mara kwa wazazi, walimu, na wataalamu juu ya tofauti za kujifunza, na anaandika kwa majarida na machapisho kadhaa. Unaweza kuwasiliana naye kwa barua pepe kwenye barua pepe@example.com au kutembelea tovuti ya Kituo cha Kujifunza cha PRIDE kwenye www.pride.org.uk Ukiwa na ujuzi mkubwa wa lugha ni muhimu sana shuleni. Wanafunzi walio na matatizo ya usindikaji wa kusikia wana ujuzi dhaifu wa lugha ikilinganishwa na wengine wa umri wao na kwa hivyo wanaweza kuwa na matatizo makubwa kama wanafunzi. Ingawa watu wenye matatizo ya kusikia na usindikaji ni wenye akili katika njia nyingine muhimu, wanafunzi wenye matatizo ya lugha huwa na uwezekano wa kupata shule ngumu hasa na wakati mwingine frustrating na aibu. Kwa mfano, wanafunzi wenye matatizo ya kusikia mara nyingi huwa na matatizo ya kujifunza, kuelewa na kutumia maneno mapya. - Kuelewa lugha inayozungumzwa: Baadhi ya wanafunzi wenye uwezo wa kusikiliza wanahisi kwamba mwalimu anazungumza haraka sana. Wanaanza kuchanganyikiwa au kuchanganyikiwa wakati mwalimu anapowapa maagizo au maelezo magumu. - Kusoma: Watu wenye kasoro ya usindikaji wa kusikia wanaweza kujikuta wakiwa nyuma sana katika ustadi wao wa kusoma. Katika darasa la kwanza, watoto wanaweza kuwa na shida ya kusikia au kutambua maneno ya mtu binafsi kwa sababu ya ufahamu duni wa fonemiki na ujuzi wa usindikaji wa fonolojia. Wengine wanaweza kuelewa sauti hizo lakini wana matatizo ya kuzikumbuka. Kadiri alama zinavyoongezeka, mara nyingi wanafunzi hawa wana ugumu zaidi na zaidi wa kuelewa au kukumbuka kile kilichosomwa, na hivyo kuzuia ujuzi wao wa kuelewa kusoma. -Kujadili mawazo kwa maneno: Wakati mwingine wanafunzi wenye ujuzi wa usindikaji wa kusikia wana msamiati mkubwa lakini wana shida kukumbuka, kupata na kutumia maneno sahihi haraka wakati wanahitaji. Hii huzuia uwezo wao wa kushiriki katika majadiliano ya darasani au huwafanya kuwa na wasiwasi wanapokuwa wakitakiwa darasani. Mara nyingi wanafunzi hao huwa na mawazo mazuri sana lakini wanapata ugumu wa kuyaeleza kwa lugha. - Kuandika na Spelling: Wanafunzi ambao wana matatizo ya kueleza mawazo yao kwa sauti mara nyingi pia mapambano kujieleza juu ya karatasi. Maandishi, ripoti za vitabu, insha na hadithi ni kizuizi kikubwa chao. Kwa sababu watoto hawa hawana hisia kali ya sauti ya lugha, watapata shida katika herufi. Hawatatumia sheria za herufi, kwa kawaida hutaja maneno kwa usahihi kama inavyoonekana. Ni nini kinachoweza kufanywa kuhusu Ugonjwa wa Utaratibu wa Usikilizaji? Kupata Msaada kutoka kwa Walimu: - Mwalimu anahitaji kuarifiwa kwamba mwanafunzi kwa kweli ana ugonjwa wa usindikaji wa kusikia na jinsi hii inaweza kuathiri utendaji wa darasa la mwanafunzi. Mwalimu anayeshughulika na mwanafunzi mwenye utunzaji wa kusikia anahitaji kuwa na kubadilika katika mbinu yake, ili waweze kupata njia inayolingana na mtoto, badala ya kutarajia kwamba wanafunzi wote watajifunza kwa njia ileile. Mwalimu anaweza kuwa mwangalifu asizungumze haraka sana au katika sentensi ndefu sana au ngumu sana. - Mwalimu aweza kumpa mwanafunzi picha na vielezi juu ya yale yanayosemwa. Kwa kawaida, mwanafunzi mwenye tatizo la kusikia anahitaji kuketi mbele sana ya darasa ili aweze kusikiliza na kukazia fikira lugha vizuri zaidi. Mwalimu anaweza pia kumpa mwanafunzi muda wa ziada wa kujibu wakati anaulizwa swali, au kuzingatia zaidi maswali ya ndiyo na hapana kwa wanafunzi hawa. Kupata nje ya msaada wa kitaalamu: Wanafunzi na Auditory Processing Disorders itabidi ziada nje ya shule msaada na kusoma, kuandika, na herufi. Mwalimu wa shule ya msingi lazima awe na ujuzi na uzoefu katika kufanya kazi na wanafunzi wenye matatizo ya kujifunza na mafunzo katika programu ya Orton-Gillingham ya kusoma, kuandika, kuandika na uelewa. Wanafunzi wengi wenye Utaratibu wa Usikilizaji hufaidika sana wanapofanya kazi pamoja na mtaalamu wa hotuba na lugha. Wataalamu wa hotuba wamezoezwa hasa kufanya kazi na watu wanaopata ugumu wa kuelewa au kuwasiliana. Mwalimu na mtaalamu wa hotuba wanaweza kufanya kazi pamoja na pia kumsaidia mwalimu wa darasa kuelewa usindikaji wa kusikia na ugumu wa lugha ya mwanafunzi. Usififu! Wanafunzi walio na Upungufu wa Utaratibu wa Usikilizaji hawapaswi kamwe kukata tamaa. Wengi wa wanafunzi hao huboresha kadiri wanavyopita shuleni. Hata hivyo, huenda kukawa na wanafunzi fulani ambao huchelewa shuleni kwa sababu ya matatizo yao ya lugha. Ni rahisi kwa watoto hao kukata tamaa na kukata tamaa. Wakati hii inatokea, ujuzi wao wa kitaaluma unakuwa nyuma zaidi kuliko wale wa watoto ambao hupata mazoezi mengi kupitia kazi ya shule. Fanya kazi kwa bidii na uwe na kichocheo. Tafuta msaada wa nje na uwe na mtazamo mzuri. Karina Richland, M.A. Ni mwanzilishi na mkurugenzi wa Pride Learning Centers, ziko katika Los Angeles na Orange County. Bi. Richland ni mtaalamu aliyehitimu wa ulemavu wa kusoma na kujifunza. Richland anazungumza mara kwa mara kwa wazazi, walimu, na wataalamu juu ya tofauti za kujifunza, na anaandika kwa majarida na machapisho kadhaa. "Kama unavyoweza kuona kwenye tovuti ya PRIDE Learning Center, ""PRIDE Learning Center,"" kituo cha mafunzo maalum huko San Clemente, kimetangaza kuwa itatoa kambi ya kusoma ya majira ya joto ili kukidhi mahitaji ya watoto wenye dyslexia, usindikaji wa kusikia na kuona, ucheleweshaji wa hotuba, autism, ADHD na matatizo mengine ya lugha na kujifunza." Kambi ya kusoma ya majira ya joto katika Kituo cha Kujifunza cha PRIDE huko San Clemente itaendesha kila wiki kutoka Juni <unk> Agosti ili kukidhi ratiba zenye shughuli nyingi na familia zinazosafiri. Watoto wanaweza kuhudhuria kutoka 9:00am <unk> 12:00pm au 12:30pm <unk> 3:30 pm Jumatatu <unk> Ijumaa. Walimu wote katika Kituo cha Kujifunza cha PRIDE wana sifa na historia thabiti ya elimu maalum na kutoa moja kwa moja Orton-Gillingham lugha na masomo ya kusoma. <unk>Kambi hii ya kusoma ya majira ya joto katika PRIDE imeundwa kusaidia wanafunzi kwa njia ambayo programu ya kawaida ya shule ya majira ya joto haiwezi,<unk> anasema Mkurugenzi wa Kituo Lauren Rice. "Mwaka wa kiangazi ni wakati mzuri na mzuri kwa wanafunzi wanaopambana ili kuongeza ujuzi wao na kufunga mapungufu ya kusoma na kuelewa", anasema Rice. PRIDE Learning Center ni kampuni inayoongoza ya kufundisha katika Los Angeles na Orange County, kwa wanafunzi wenye ulemavu wa kujifunza. Programu ya kusoma na kuelewa imethibitishwa kuongeza utendaji wa wanafunzi karibu viwango vya darasa 2 katika miezi mitatu tu. Mafunzo ya Orton-Gillingham yanaendeleza ujuzi wa msingi wa kusoma na uelewa unaohitajika kwa wanafunzi wenye dyslexia, usindikaji wa kusikia, usindikaji wa kuona, autism, ucheleweshaji wa hotuba, ADHD na changamoto zingine za kujifunza. Ni jambo la kawaida kuona maendeleo ya kusoma kwa miaka mingi baada ya majuma machache tu ya mafundisho makali. <unk> Ingawa kambi ya kusoma ni ya kina na imepangwa vizuri, walimu wa PRIDE hufanya iwe ya kufurahisha sana na ya kuvutia sana kwa watoto. Watoto wanapenda na tuna familia kurudi kwetu kila majira ya joto, "anasema Lauren Rice. Kwa wale wanaotaka kushiriki katika kampeni ya msimu wa joto katika Kituo cha Kujifunza cha PRIDE huko San Clemente, piga simu (949) 284-815 au tembelea tovuti ya www.pride.org au barua pepe ya barua pepe.