Auditory Processing Disorders: Classroom Accommodations and Modifications
Checklist for APD
From Technical Assistance
Manual on APD (PDF), University of Florida
The learning environment must be highly redundant for a student with a
central auditory processing disorder (CAPD). The student should have to
expend as little energy as possible to obtain critical information delivered
in the classroom, at home, and in other social and learning environments.
The following accommodations and modifications are recommended for this
student to improve access to auditory information and are specific to
the student’s CAP deficit(s). The accommodations and modifications are
presented according to Florida’s Matrix of Services. For further information,
refer to the current edition of the Matrix of Services Handbook and the
Accommodations book, both available through the Clearinghouse.
Accommodation:
- Provisions made in how a student accesses
and demonstrates learning.
- Adjustments to presentation to or response
from student that does not change the content or the intended outcome.
Modification:
- Changes in what a student is expected
to learn and demonstrate.
- Changes in content, requirements or expectations.
Domain A: Curriculum and Learning Environment
Environment:
______Acoustically modified classroom
______Reduce/minimize distractions:
___ auditory ___ visual ___ tactile
______Flexible preferential seating
______Provide isolated area for independent work (e.g., study carrel)
Curriculum:
______Gain student’s attention prior to delivery of information
______Use outlines, organizers, study guides
______Use technology to provide visual clues (e.g., overhead, computer)
______Emphasize critical information
______Monitor student’s attending skills; provide breaks if necessary
______Provide teacher notes
______Pre-teach vocabulary
______Use peer partners
______Use cooperative learning groups
______Provide visual augmentation
______Modeling (clear demonstration of student performance expectations)
______Use manipulatives
______Reduce language level or reading level of assignments
______Adjust difficulty level and length of assignments
______Speak clearly without over exaggerating; adjust rate as needed
______Extend time for task completion
______Give extra cues or prompts
______Provide alternative grading system
______Avoid penalizing for spelling errors
Evaluation:
______Teach test taking strategies
______Provide alternative testing options
______Read test to student
______Allow oral response
______Provide tape recorded tests
______Allow tape recorded responses
______Allow someone to record student responses
______Preview language of test directions
______Allow real world application/assessment
______Tests administered by ESE teacher
______Extend testing time
______Provide alternate testing formats:
___ multiple choice ___ short answer
___ essay
___ fill-in the blank ___ true/false ___ open book
Domain C: Independent Functioning
______Provide self-advocacy training and reinforce student’s use
______Teach organizational strategies
______Teach study skills
______Use visual daily schedule and calendars
______Train students to “look and listen”
______Review and check often for understanding
______Have student paraphrase directions
______Use study sheet to organize material
______Review and practice in real life situations
______Organize long-term assignments into manageable, sequenced steps
______Vary type of response (e.g., copying, recognition, recall with cues)
______Allow time for transitioning activities
______Keep parents, teachers, and other professionals informed of student’s
independent functioning
Domain E: Communication
______Use FM system
______Use ear plugs to reduce distractions
______Use tape recorder
______Provide note taker assistance
______Provide assistive technology as needed
______Use listening cues
______Keep parents, teachers, and other professionals informed of student’s
communication strategies
______Encourage and praise student for participation in expressive language
activities
Other:
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