| 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.
|
Provide directions in writing. Reduce competing
background noise. Provide
directions one or two steps at
a time using visual aids or
demonstrations. |
| Recognizes and uses
fewer words than peers
when engaged in
conversation or when
gathering information by
listening.
|
Build vocabulary through word building, and
illustrate and associate strategies. |
Seat them near the lecturer -
engage them in eye contact. |
| 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
practitioners to continue to give examples. Teach
listening skills and clarifying questions. |
When possible seat learners
near the lecturers . Encourage
learners to use tape recorders
and/or take notes to review
discussion and if necessary
ask for clarification. |
| 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. |
Provide directions one or two
steps at a time using visual
aids or demonstrations. |
| Doesn't remember
directions, phone
numbers, jokes, stories,
etc. |
Help them become aware of why they have this
challenge - encourage them to ask people to
write down the directions and the phone
numbers, and/or encourage the person to record
the information. |
Allow them to audiotape their
presentations or submit
written presentations. |
| Gets lost listening in
classroom or to large
group presentations,
complaining that people
talk too fast. Becomes
inattentive during the
presentation. |
Help them become aware of this disability and
have learners advocate for themselves, possibly
by 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.
|
Provide outlines of lessons,
use tape recorders to listen to
lessons afterwards and record
the notes. |