| Misunderstands a message with a word
mistaken for a similar word. Might say,
"Pick up the grass," instead of, "Pick up
the glass."
|
Ask learners to repeat what they heard or
encourage them to paraphrase to make sure they
heard the instructions correctly. |
| Recognizes and uses fewer words than
peers when engaged in conversation or
when gathering information by
listening. |
Build vocabulary through word-building,
illustrate and associate strategies. |
| Requests repetitions or more concrete
explanations of ideas. Frequently asks
for examples. |
Reinforce this strategy and encourage them to
paraphrase their understanding instead of asking
the person to continue to give examples. Teach
listening skills and clarifying questions. |
| Will eat lunch first if given the
direction, "Eat lunch after you take this
to the mail room." |
Help them become aware of this challenge -
encourage them to paraphrase to make sure they
heard the instructions. |
| Doesn't remember directions, phone
numbers, jokes, stories, etc. |
Help them become aware of why they have this
challenge - encourage learners to ask people to
write out directions and phone numbers , and/or
encourage the person to record the information. |
| Gets lost listening in classroom or to
large group presentations, complaining
that people talk too fast. Becomes
inattentive during the presentation. |
Help learners become aware of this disability and
of ways to advocate for themselves, such as
asking the teacher to give details on what will be
covered in the classroom so they can read the
material prior. Ask the teacher for an outline of
the lesson prior to class. Teach note-taking
strategies. |