Broadly learning disabilities relate to various neurological problems that affect the processing manner of the neurological system. They are vulnerable to causing various effects that are related to the learning skills concepts that may include various learning dimensions like writing, hearing or even reading among other learning aspects. They are however, defined in terms of the related processing problem. Depending on the different parameters that confound to the learning process, these disabilities may be in terms of input of information within the brain structure, the organization phenomenon which enables the information to be sensible. The memory aspects, which involve the storage and a later period, retrieved of the same information, and consequently the output involving the getting of the information of the brain system.
Auditory learning disability is a disability which is a compliment of the input system of the learning process. This can also be termed as the receptive language. It is the disability or even the deficiency for a learner to adequately distinguish various suitable differences that may be borne into the sound phenomenon in a speech process or else the deficiency that develops when a learner is unable to quickly distinguish between various speech sounds. Alternatively, the problem can be attributed to the deficiency that arises as a difficulty in the processing or even in understanding whatever is said. Consequently, these victims will find it difficult in identifying the different sounds if a requirement is listening to different sounds in required.
For the teachers however, auditory learning problems which are not been taken to mean auditory learning problems that are more attributed to various disadvantages related to auditory learning system. However, this disability is of permanent nature without any possible cure of prevention measure. Perhaps with auditory learning disabilities, students usually gauge themselves as been of average in their academic performance with an intelligence content that is slightly above the average. Therefore as a general case, victims of auditory learning disabilities are not necessarily poor performers in their schoolwork. This pauses the authentic reason as to why these victims should not be taken as persons with academic problems. Strategies to deal with the problem are far above those of dealing students having academic problems and deficiencies.
They are however normal in their physical look who could even be highly intelligence and perhaps highly bright. However, the victims may not adequately demonstrate the optimal level of skills as required of persons within his/ her age bracket. Consequently, they may show a retarded state of their normal schoolwork activity than it would have virtually been the case under normal conditions. To the teacher, he should provide the most appropriate support package with the conceptions of the incurable nature of the disability which can highly help the victim/ learner in even becoming an achiever in school or within other frontiers of learning executions.
To the teacher, several parameters can be used in identifying the students/ victims’ of auditory learning disabilities. These are usually depicted as a diversity of symptom embraced by these victims. Firstly, the victims will be highly distracted by other sounds or noises which would be coming from the background. Such victims will normally be attracted by such sounds operating from spheres beyond the normal learning parameters. Either, the student will have the problem of misspelling or even mispronouncing various similar word sounds. They may also omit or confuse various syllables within a structure of sounding words. Normally, this student will have slowness in processing various thoughts or ideas. This may also be coupled with a sense of difficulty in the explanation of various ideas or thoughts. The student will have a related difficult in the processing and in the remembering of the tasks related to language structure. However, such students may be upright with no troubles in the interpretation and recall of any non-verbal sounding systems coming from the external environment and music. (Elias, 2004)
The student will often be in confusion to various figurative language styles such as similes and metaphors and may at times misunderstand and have literal interpretation to words. He/she will highly ignore other people and especially when he/she is engrossed. Ignorance of the other people may be extended to even eve involve those within the school frontiers like the teachers and fellow students. In all cases, the disability is characterized by the general inability in the comprehension of complex structures of sentences or even speech pronounced more often in a high/rapid manner. Either, such as student will be deficient of staying under focus and been unable to remember adequately any presentation inform of a verbal expression. He/she will consequently have the problem of misinterpretation and the related difficulties in remembrance of various oral directions. (Journal Article, 2007)
The evaluation methods of students with this disability involve using evaluation methods that help to promote the students success in his work. An evaluation system should involve the teachers understanding of the fact that this problem is permanent and proper attention can help the victim to successively prosper in his work. The evaluation involves the administration of patience especially in the understanding of the slow nature of understanding question or which generally a slowness in the processing of the auditory information. The evaluation will virtually involve use of audio related tests where on a state of this evaluation, the teacher is able to study the problem compounding the said student and consequently initiate a responsive tool for use as a guide to the student. In this evaluation process, the teacher should adequately allow a time span to pass as an allowance for the student to give out the answers in oral form or possibly give out the questions in form of written style. Evaluation involves the employment of the concepts that relates to an understanding of auditory learning disability as a mere difficulty and not a problem.
Depending on the nature of auditory disability, teachers should use various strategies in which different strategies are only applicable to specific disabilities. Broadly, the strategies to this disability can be broadly varied.
The teacher should adequately show the student on the problem of concern rather than the use of explanation as a method of disseminating knowledge to the students. Through showing, the students, they can adequately grasp the content at a great depth than the facial value implications of explanations. Either, the use of more sense inductions could be more knowledge receptive than audio teaching method. Since the disability is characterized by a low sense and difficulties in comprehending sounds, the use of signals manipulation and other forms of handouts could be more knowledge impacting than the use of oral sounds. (Elkisin, 2004)
The teacher should avoid the instructional concept of the child to both listen as well as to write which could be running concurrently. This would imply a greater concentration in one area than having irrational divisions of opportunities.
Teaching of abstracts vocabulary is an important strategy which the teacher can use to overcome this state of disability. He she should adequately teach on synonyms and other word roots. As a strategy also, teachers should give an allowance of five seconds to allow them in giving a valid response that could help him to have adequate time to think and develop accurate answers. This is correspondence to the slow response nature of the students within there disabilities. Since the students are deficient in the concepts vocabulary, the teacher can guide the student in ensuring concepts verbalization, developing word vocabulary, and following the different rules ascribed to vocabulary. In the teaching process he/she should always use various questions that are paused to the students time and again on gauging whether they will have understood the various concepts within the teaching framework. With different pitch voice tones on various words, it is important for the teacher to adequately change the pitches or tones of voice relating to varying types of tones.
The assessment of these students involves a study into the student interrelationship between which different student may have at the classroom. This should involve a mere assessment into the audio related disabilities within the broad parameters of the classroom.
The assessment should involve a correlation between the different students and their auditory learning disabilities. All the study parameters into identifying such a student should be captured. This is the best way that can be embraced as material and valid assessment into those students prone to this disability
Reference.
Elias, M (2004) Connection Between Social-Emotional Learning and Learning Disabilities. Implication for Intervention. Learning Disability Quarterly, Vol. 27
Journal Article (2007) Learning Disability and Young Children: Identification and Intervention: A Report from the National Joint Committee on Learning Disabilities, October 2006. Learning Disability Quarterly, Vol, 30
Elksin, L & Elksin, N (2004) The Social-Emotional Side of Learning Disabilities. Learning Disability Quarterly, Vol, 27
