Central Auditory Processing

Student Needs	IPRC Exceptionalities	Diagnosed Conditions
Aggression Management Anger/Frustration Management Anxiety Management Articulation Skills Attendance Strategies Attention Skills Assistive Technology Skills Blind/Vision Impaired Bullying Management Skills Central Auditory Processing Deafness Depression/Sadness Management Disengagement/Motivation Strategies Eating Disorder Strategies Emotional Regulation English Language Skills Executive Function Fine Motor Skills Gambling Disorder Grief Management Gross Motor Skills Hearing Intellectual Ability – High Intellectual Ability – Low Listening Comprehension Skills Low Vision Memory Skills Mental Health Strategies Metacognitive Skills Mobility Skills Non-Verbal Reasoning Organizational Skills Personal Care Personal Safety Phonological Processing Processing Speed Self-Advocacy Skills Self-Esteem Self-Harm/Suicide Management Self-Regulatory Skills Sensory Integration Skills Sequencing Skills Social Skills Substance Abuse Strategies Task Initiation Time Management Skills Transition Skills Verbal Ability Visual-Motor Skills Visual-Spatial Processing	Autism Spectrum Disorder (ASD) Behaviour Blind and Low Vision Deaf and Hard of Hearing Developmental Disability (DD) Giftedness Language Impairment Learning Disabilities (LD) Mild Intellectual Disabilities Multiple Exceptionalities Physical Disability Speech Impairment	Acquired Brain Injury Alcohol-Related Neuro-developmental Disorder (ARND) Angelman Syndrome Anxiety Disorders Attention Deficit Hyperactivity Disorder (ADHD) Auditory Processing Disorder (Central) Autism Spectrum Disorder (ASD) Bipolar Disorder Blind/Vision Impaired Brain Injury Cerebral Palsy (CP) Conduct Disorder (CD) Concussions Cystic Fibrosis (CF) Deafness Depression Disorders Down Syndrome Eating Disorders Epilepsy Fetal Alcohol Syndrome/Fetal Alcohol Effects (FAS/FAE) Fragile X Syndrome Gambling Disorder Intellectual Disabilities Klinefelter's Syndrome Learning Disabilities/Specific Learning Disorders Muscular Dystrophy (MD) Neurological Disabilities Oppositional Defiant Disorder (ODD) Obsessive-Compulsive Disorder (OCD) Post-Traumatic Stress Disorder (PTS) Prader-Willi Syndrome Reactive Attachment Disorder (RAD) Seizure Disorders Selective Mutism Spina Bifida Tourette Syndrome Turner Syndrome (TS) Usher Syndrome William's Syndrome

Key Special Education Practices
Accommodations Alternative Programming Assistive Technology Board Special Education Plans Community Resources Differentiated Instruction Create an Inclusive & Positive Class Climate Identification Placement and Review Committee (IPRC) Individual Education Plan (IEP) Ministry of Education Resources Modified Programming Non-teacher Professional Assessments Teacher Assessments Safety/Emergency/Crisis Response Plan Professional Development Reporting on IEP Progress Tracking/Documenting Transition Plans

Characteristics notebook pencil

Students with central auditory processing challenges often experience difficulty in the classroom when they have to listen while other sounds are present. They may or may not be able to locate the source of the sound or identify the correct sound that is made. Predicting speech is also a difficulty, along with determining rhyming words and other word patterns.

FM System (Frequency Modulation)

What it is

An area of student need, involving attentive listening comprehension skills amongst background noise/conversations and/or processing to understand information given orally.

Teaching Strategies

Instructional

• Use prescribed FM system or Sound field system.

• Develop alternative programming goals to teach the student active listening, comprehensions skills and self-advocacy.

• Use the student’s name or a visual signal to prompt listening attention before speaking.

• Use a visual signal for class to stop and listen, before giving instructions.

• Use questioning to check for student’s understanding.

More...

Environmental

• Minimize background noise. A good strategy is to place tennis balls on chair legs.

• Have students wait to be acknowledged before allowing them to contribute to classroom discussions.

• Provide physical break/change of activities after periods of concentration on oral information.

• Use a visual schedule.

• Post written copies of information that is provided orally (eg, a class calendar).

• Use preferential seating, so that the student is at the front of the class and/or close to the speaker.

Assessment

• Provide extra time.

• Provide a quiet environment.

• Ensure understanding of test instructions.

• Provide written copies of assignment instructions and rubrics.

Resources

• Strategies and Links

• What Central Auditory Processing Is and What Teachers Can Do

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Central Auditory Processing