Difficulty...
Develop and/or compensate
for difficulty with: |
| Auditory
Attention |
| |
teacher may present
material in a multi-sensory manner
|
| |
teacher may speak
slowly and clearly
|
| |
teacher may bring
student onto task before new material is presented
call name, tap on shoulder) |
| |
teacher may provide
appropriate set for listening (prepared notes, outline
on board) |
| |
student may rehearse
information, verbally through repetition |
| |
student may reorganize
and review orally presented material |
| |
student may be given
the option of using a note-taking buddy |
| |
student may be given
the option to tape lectures/discussions |
| Auditory
Discrimination |
| |
teacher may speak
slowly and clearly
|
| |
teacher may minimize
distractions (seating, background noise)
|
| |
teacher may write
down new and key words, terms on board
|
| |
teacher may ask
student if he/she understood directions (ask student
to repeat)
|
| |
student may be
given the option of using a note-taking buddy
|
| |
student may be
given the option to tape lectures/discussions
|
| Auditory
Memory |
| |
teacher may present
material in a multi-sensory manner
|
| |
teacher may speak
slowly and clearly
|
| |
teacher may bring
student onto task before new material is presented
(call name, tap on shoulder)
|
| |
teacher may provide
appropriate set for listening (prepared notes,
outline on board)
|
| |
student may rehearse
information, visually and/or kinesthetically through
repetition |
| |
student may reorganize
and review orally presented material |
| |
student may be given
the option of using a note-taking buddy |
| |
student may be given
the option to tape lectures/discussions |
| |
teacher may require
student to review frequently to foster consolidation
in memory |
| |
teacher may provide
student with strategies to organize new information
(e.g., chunking, related information, labeling categories) |
| Top
of Page | Strengths |
