# data[].attributes.body
Individuals with Auditory Processing Disorder(APD) "can't understand what they hear in the same way other kids do. This is because their ears and brain don't fully coordinate. Something interferes with the way the brain recognizes and interprets sounds, especially speech."

# data[].attributes.attachment_link.readable_text
What Is Auditory Processing Disorder?

Auditory processing disorder (APD) is a hearing problem that affects about 3%-5% of school-aged children.

Kids with this condition, also known as central auditory processing disorder (CAPD), can't understand what they hear in the same way other kids do. This is because their ears and brain don't fully coordinate. Something interferes with the way the brain recognizes and interprets sounds, especially speech.

With the right strategies, kids with APD can be successful in school and life. Early diagnosis is important. If the condition is not identified and managed early, a child is at risk for listening and learning problems at home and school.

Trouble Understanding Speech

Kids with APD are thought to sense sound normally because they usually can hear sounds that are delivered one at a time in a very quiet environment (such as a sound-treated room). The problem is that they usually don't easily recognize slight differences between sounds in words, even when the sounds are loud enough to be heard.

These kinds of problems usually happen in a poor listening situation - such as when there's background noise or in a reverberant room like an auditorium - which often is the case in social situations. Kids with APD can have trouble understanding what is being said to them when they're in noisier places like a classroom, playground, sports event, school cafeteria, or party.

What Are the Signs & Symptoms of Auditory Processing Disorder?

Symptoms of APD can range from mild to severe and can take many different forms. If you think your child might have a problem processing sounds, ask yourself:

Does my child often mishear sounds and words?

Are noisy environments overwhelming when my child is trying to listen?

Does my child's listening behaviors and performance improve in quieter settings?

Does my child have trouble following verbal directions, whether simple or complicated?

Does my child have trouble with spelling or phonics?

Are verbal (word) math problems hard for my child?

Are conversations hard for my child to follow?

APD is often misunderstood because many of its symptoms are similar to those found in other disorders. Also, APD symptoms can be hidden by other problems, like speech-language delays, learning disabilities, attention deficit hyperactivity disorder (ADHD), and depression. Auditory memory deficits, auditory attention problems, and sound sensitivity are not symptoms of APD, but also may involve trouble with using sound information correctly. Seeing an audiologist, and other related specialists, can help parents understand these conditions.

What Causes Auditory Processing Disorder?

Often, the cause of a child's APD isn't known. Evidence suggests that children with head trauma, lead poisoning, seizure disorder, or chronic ear infections are more at risk. Sometimes, there can be more than one cause.

How Is Auditory Processing Disorder Diagnosed?

If you think your child is having trouble hearing or understanding when people talk, have an audiologist (hearing specialist) examine your child. Only audiologists can diagnose auditory processing disorder.

The most common way to diagnose APD is to use a specific group of listening tests. Audiologists often look for these main problem areas in kids with APD:

Auditory figure-ground: This is when a child has trouble understanding speech when there is speech babble or ambient noise in the background. Noisy, loosely structured or open-air classrooms can be very frustrating for a child with APD.

Auditory closure: This is when a child can't "fill in the gaps" of speech when it is more challenging. This can happen in a quieter situation but is more common when the speaker's voice is too fast or is muffled, making it hard for the child to make sense of the sounds and words.

Dichotic listening: This is when a child has trouble understanding competing, meaningful speech that happens at the same time. For example, if a teacher is talking on one side of the child and another student is talking on the other side, the child with APD cannot understand the speech of one or both of the speakers.

Temporal processing: This is the timing of a child's processing system, which helps them recognize differences in speech sounds (such as mat versus pat). It also helps them understand pitch and intonation (for example, asking a question instead of giving a command), understand riddles and humor, and make inferences.

Binaural interaction: This is the ability to know which side speech or sounds are coming from, and to localize sound in a room. Although less common, this problem happens in children with a history of brain trauma or seizure disorders.

Most traditional APD tests require a child to be at least 7 years old. So, many kids aren't diagnosed until first grade or later. Newer electrophysiology tests (which use noninvasive electrodes to check the body's response to speech) can give some early information about the central auditory system in kids younger than 7.

How Can Parents and Teachers Help?

The auditory system isn't fully developed until kids are about 14 years old. Many kids diagnosed with APD can develop better listening skills over time as their auditory system matures.

There's no known cure, but different strategies may help with listening and also improve the development of the auditory pathway over time, especially when started at younger ages. These include:

physical accommodations to improve the listening environment

individual therapies

help from other professionals to manage non-listening symptoms. For example, a child may benefit from:

One common physical accommodation is a remote microphone system, previously known as a frequency modulation (FM) system. This assistive listening device emphasizes a speaker's voice over background noise, making the voice clearer so a child can understand it. The person talking wears a tiny microphone transmitter, which sends a signal to a wireless receiver that the child wears on the ear or to a speaker box.

Other physical accommodations often focus on optimizing a kid's access to speech. Optimizing speech means reducing the interference of other things, like background babble, sound and sight distractions, and poor classroom acoustics. In a classroom, for example, the teacher might slow down their speech, speak clearly and deliberately (Think Mr. Rogers!), and seat the child where they can see and hear them better.

Some individualized therapies also may help kids improve the growth of their auditory pathway. These usually are recommended by the audiologist based on the results of a child's tests and concerns. Several computer-assisted programs are geared toward children with APD. They mainly help the brain do a better job of processing sounds in a noisy setting. Some schools offer these programs. If your child has APD, ask school officials about what's available.

Strategies used at home and school can ease some of the issues associated with APD.

At home, these strategies that can help your child:

Reduce background noise whenever possible.

Have your child look at you when you speak. This helps give your child visual clues to "fill in the gaps" of missing speech information.

Use strategies like "chunking," which means giving your child simple verbal directions with less words, a key word to remember, and fewer steps.

Speak at a slightly slower rate with a clear voice. Louder does not always help. (Again, think Mr. Rogers!)

Ask your child to repeat the directions back to you to ensure they understand.

For directions to be completed later, writing notes, keeping a chore chart or list, using calendars with visual symbols, and maintaining routines can help.

Many kids with APD find using close captions on TV and computer programs helpful.

Encourage kids to advocate for themselves. Telling adults when listening is hard for them can help. But shy kids might need to use agreed-upon visual cards or signals for coaches, parents, and teachers.

Most important, remind your child that there's nothing to be ashamed of. We all learn in different ways. Be patient. This is hard for your child and takes time. Your child wants to do well, and needs patience, love, and understanding while they work toward success.

Teachers and other school staff may not know a lot about APD and how it can affect learning. Sharing this information and talking about it can help build understanding about the disorder.

APD is not technically considered a learning disability, and kids with APD usually aren't put in special education programs. Depending a child's degree of difficulty in school, they may be eligible for an accommodation plan such as an individualized education program (IEP) or a 504 plan that would outline any special needs for the classroom. Accommodations for APD often fall under the disability category of "Other Health Impairment."

Other helpful adjustments are:

strategic (or preferential) seating so the child is closest to the main person speaking. This reduces sound and sight distractions and improves access to speech.

pre-teaching new or unfamiliar words

visual aids

recorded lessons for later review

computer-assisted programs designed for kids with APD

Stay in touch with the school team about your child's progress. One of the most important things that parents and teachers can do is acknowledge that the APD symptoms your child has are real. APD symptoms and behaviors are not something that a child can control. What your child can do, with the help of caring adults, is recognize the problems from APD and use the strategies recommended for home and school.

A positive, realistic attitude and healthy self-esteem in a child with APD can work wonders. Kids with APD can be as successful as their classmates. With patience, love, and support, they can do anything they work toward.

# data[].attributes.attachment_link.keywords[]
how can i help my child with academic progress

# data[].attributes.attachment_link.description
Kids with APD can't understand what they hear in the same way other kids do. That's because their ears and brain don't fully coordinate. But early diagnosis and a variety of strategies can help them.

# data[].attributes.headline
Difficulties individuals with APD may experience: 

# data[].attributes.subject
Difficulties individuals with APD may experience: 

# data[].attributes.body
Following conversations

Knowing where a sound came from

Listening to music

Remembering spoken instructions, particularly if there are multiple steps

Understanding what people say, especially in a loud place or if more than one person is talking

# data[].attributes.attachment_link.readable_text
People with auditory processing disorder (APD) have a hard time hearing small sound differences in words. Someone says, "Please raise your hand," and you hear something like "Please haze your plan." You tell your child, "Look at the cows over there," and they may hear, "Look at the clown on the chair."

APD, also known as central auditory processing disorder, isn't hearing loss or a learning disorder. It means your brain doesn't "hear" sounds in the usual way. It's not a problem with understanding meaning.

People of all ages can have APD. It often starts in childhood, but some people develop it later. Between 2% and 7% of kids have it, and boys are more likely to have it than girls. The disorder can lead to learning delays, so kids who have it may need a little extra help in school.

APD may be linked to other things that cause similar symptoms. In fact, it may be part of the reason some people have dyslexia. And some experts think children are sometimes diagnosed with ADHD when they actually have APD.

APD can affect the way your child speaks as well as their ability to read, write, and spell. They may drop the ends of words or mix up similar sounds.

It also can be hard for them to talk with other people. They may not be able to process what others are saying and come up with a response quickly.

Your child also may find it hard to:

Follow conversations

Know where a sound came from

Listen to music

Remember spoken instructions, particularly if there are multiple steps

Understand what people say, especially in a loud place or if more than one person is talking

Doctors don't know exactly what causes APD, but it may be linked to:

Illness. APD can happen after chronic ear infections, meningitis, or lead poisoning. Some people who have nervous system diseases, such as multiple sclerosis, also develop APD.

Premature birth or low weight.

Head injury.

Genes (APD may run in families).

Your doctor can use a hearing test to see if your child's issues are caused by hearing loss, but only a hearing specialist, called an audiologist, can diagnose APD.

# data[].attributes.attachment_link.description
Could you or your child have an auditory processing disorder? WebMD explains the basics, including what to do.

# data[].attributes.headline
Assistive Technology that aids APD students:

# data[].attributes.subject
Assistive Technology that aids APD students:

# data[].attributes.body
"One common physical accommodation is a remote microphone system, previously known as a frequency modulation (FM) system. This assistive listening device emphasizes a speaker's voice over background noise, making the voice clearer so a child can understand it. The person talking wears a tiny microphone transmitter, which sends a signal to a wireless receiver that the child wears on the ear or to a speaker box."

# data[].attributes.headline
Resource from teachers who have experience with APD students:

# data[].attributes.subject
Resource from teachers who have experience with APD students:

# data[].attributes.attachment_link.readable_text
Auditory processing disorder (APD) makes it hard for students to process and make meaning of sounds. That can make it hard to learn - from focusing on what a teacher says to learning how to read.

Here are some examples of accommodations teachers can use to help with auditory processing disorder in the classroom.

Classroom seating, materials, and routines

Provide a quiet area for independent work.

Let the student sit near the teacher and away from auditory distractions, like doors and windows.

Check in frequently to make sure the student understands the work.

Provide an assistive listening device to make it easier to distinguish the teacher's voice.

Give extra time for testing.

Giving instructions and assignments

Give step-by-step instructions, and have the student repeat them.

Use attention-getting phrases like "This is important to know because...."

Decide with the student on a nonverbal signal to show that a key point is being made.

Say directions, assignments, and schedules out loud, and rephrase as needed.

Repeat key information throughout the lesson, and rephrase as needed.

Use visual tools, images, and gestures to enhance and support spoken lessons.

Break down test or classwork instructions into short, written steps.

Highlight key words and ideas on worksheets.

Give written homework instructions.

Provide a list of homework assignments for the week (or day).

Introducing new concepts/lessons

Speak clearly and slowly when presenting new information.

Give material on a new concept to the student before it's taught to the whole class (so the student can get familiar with it ahead of time).

Give a list of or highlight key vocabulary and concepts for upcoming lessons.

Give a short review or connection to a previous lesson before teaching something new.

Give the student an outline of the lesson.

Grade based on the student's completion of the lesson goal. (For instance, don't grade spelling errors if that's not what the student was supposed to learn.)

About the author

About the author

The Understood Team is made up of passionate writers and editors. Many of them have kids who learn and think differently.

Reviewed by

Reviewed by

Ginny Osewalt is a dually certified elementary and special education teacher with more than 15 years of experience in general education, inclusion, resource room, and self-contained settings.

# data[].attributes.attachment_link.title
Classroom accommodations for auditory processing disorder

# data[].attributes.attachment_link.description
What classroom accommodations can help students with auditory processing disorder? Here are strategies teachers can try at school.

# data[].attributes.body
Incorporating Visual
Providing Written Instructions
Seating Arrangements
Checking In With
Assistive Technology
Providing Quiet Space

# data[].attributes.attachment_link.readable_text
On This Page

What Is Auditory Processing Disorder?

Auditory Processing Disorder Classroom Accommodations

Tips for Creating a Sensory-Friendly Classroom

Frequently Asked Questions

Written by Sasha Blakeley

What Is Auditory Processing Disorder?

Auditory processing disorder (APD) is a neurological condition that makes it difficult for individuals to process sounds that they hear. Around 3-5% of school-aged children experience APD, which can present a variety of challenges. Auditory processing disorder is not a problem with an individual's ability to hear; those with APD generally score normally on hearing tests and are not hard of hearing. Instead, APD impacts the auditory processing functions of the brain, making sounds difficult to distinguish or understand. Speech is one of the things that APD impacts the most, so students may struggle to hear and understand what a teacher is saying.

Individuals' experiences with auditory processing disorder can differ significantly. Some people hear spoken words as a garbled collection of sounds, and only piece them together as meaningful words after a few moments. Others may be easily distracted by sounds in their environment, making it difficult to focus on or pick out speech over other sounds. Some students with APD may get similar words mixed up upon hearing them, though their speech and writing are not typically impacted. Medical professionals can diagnose auditory processing disorder through a series of diagnostic tests and discussions with children and parents.

As a teacher, it is important to keep in mind that not all individuals experience the sensory environment of the classroom in the same way. What might sound like a quiet environment to some could be maddeningly distracting for others just because of the buzzing sound that the lights make. Noisy environments may be manageable or mildly irritating to some, but entirely overwhelming for others. Students with APD may not have the vocabulary and experience to describe how they are feeling, so teachers need to be aware of issues like APD to create sensory-friendly classroom environments and provide options for students who need to approach their education differently.

Auditory Processing and Other Learning Differences

Auditory processing disorder can be diagnosed independently and is not necessarily connected to any other learning difference that students might experience. However, APD may be more common in students who have attention deficit hyperactivity disorder (ADHD), autism, and other sensory processing issues. Trouble with sensory integration are common elements of both ADHD and autism, and they may extend to senses beyond hearing. Students with broader sensory processing disorder may have trouble with sensory integration from touch, sight, and other senses as well as hearing. For these students, some sensory experiences might be extremely unpleasant, even if they seem ordinary to others. Likewise, some students with sensory processing disorders may be hypersensitive or hyposensitive to certain kinds of stimulus, making them either avoidant or sensory seeking, depending on their experiences.

When developing strategies for students with an auditory processing disorder, it is important for teachers to be aware of the other possible experiences that students might be having that can impact their ability to focus and function in a class environment. For example, if students are quickly becoming frustrated or overwhelmed by experiences that other students find easy, they may be experiencing the effects of sensory processing issues. While it is not possible to cure sensory processing disorders, it is possible to accommodate them and to create an environment that is inclusive of all students. Students with auditory processing disorder and related conditions can still be excellent students who have great academic and social success in the school environment.

Auditory Processing Disorder Classroom Accommodations

There are several auditory processing disorder classroom accommodations that teachers can implement to help their students. It is essential to keep in mind that not all accommodations will work for all students. Finding the right balance is a process of trial and error that may take time. Similarly, all students' sensory experiences will differ, so teachers should not expect a one-size-fits-all solution. Students with APD may respond differently to the same environment or situation, as APD can manifest in several different ways. It may be worth setting up clear communication channels with parents to discuss students' accessibility needs, as parents might already have implemented strategies that work well at home.

Incorporating Visual Cues

One strategy that can be very helpful for students with auditory processing disorder is visual cues. Students who struggle to parse auditory information may find it easier to understand what they are hearing if they can also see the critical details. When delivering a lesson, teachers might want to incorporate charts, images, and other visuals to give students a focal point and a secondary way of approaching the information if they get lost. Another way to incorporate visuals is to use gestures to highlight important information. Utilizing bi-sensory modes of instruction can reinforce information for students with APD and can be similarly effective for students without sensory processing difficulties. One gesture strategy that may be useful is to have an agreed-upon gesture that both teachers and students understand that is understood to mean ''this information is important, pay attention.'' Focusing on auditory information for long periods of time can be challenging for students with APD, so this system can help them know where to focus their energy to maximize their own understanding of the class materials.

Providing Written Instructions

Just as visuals can help students with APD understand a lesson as it is being delivered, written material can also be very helpful. After delivering a lesson, teachers should provide students with a written version of the information whenever possible. While students with sensory processing issues may find these written versions particularly helpful, they can be a reinforcing measure for all students. It is particularly crucial to make sure that any written information contains clear instructions for what students need to do next, be it homework, a project, an assignment, or something else. Clear written instructions can help students take the next steps in their own education while also giving them the resources to ask questions if they are still confused. Teachers need to make sure that their written and verbal instructions match so that students who miss some or all of the verbal instructions are still able to complete their assignments correctly.

Seating Arrangements

Auditory processing disorder often makes it difficult for students to filter out background noise and focus on what is important. To help students focus and understand class materials as well as possible, it may be helpful to seat students with APD near the front of the classroom so that they can be close to the teacher. Proximity to the source of the sound and a clear view of the teacher's face and mouth can make it easier for students with APD to focus and improve retention. If some students in the class are prone to being particularly noisy or disruptive, it may also be helpful to seat them far apart from students with APD to create the best environment for learning. While keeping disruptive students away from students with APD can help students with APD learn, it can also be helpful for other students. It is not uncommon for students with sensory processing disorders to become easily frustrated, which may lead them to become disruptive themselves. A carefully constructed seating plan can greatly improve the classroom environment for all.

Checking In With Students

Teachers can go a long way to creating a positive environment for students, but they should not do so alone. Students with auditory processing disorder are, in many ways, experts on their own experiences and their needs and desires should be taken into account. Teachers should communicate clearly with students about how their education is going and what is causing them to struggle. If teachers have put any accommodations in place, they should check in with students regularly to see if those accommodations are working. Would students prefer another solution? Is there something missing or superfluous in their current approach to education? Students may have good ideas that would significantly improve their learning experiences but might not know how to communicate them unless they are given the opportunity.

It is also essential to check in with students throughout a day or lesson. Teachers might want to speak with students and make sure they have understood lessons, especially ones that required a lot of listening. If students have been provided with written versions of lessons, teachers should make sure those versions are clear. Of course, it is vital to engage in this kind of communication without making students feel patronized or othered by their peers. The balance can be challenging to strike but does usually get better over time as long as all parties are willing to work together to get good results. If a student is particularly sensitive about their accommodations, teachers may want to find a time to speak to them privately to avoid embarrassment.

Assistive Technology

In cases where a student's auditory processing disorder severely impacts their ability to learn, it may be worth considering using assistive technology like a frequency modulation (FM) system. FM transmitters require teachers to wear a wireless microphone that broadcasts their voice to headphones worn by the student. This can help students filter out background noise and focus on what a teacher is saying. Some FM systems are class-wide instead of aimed at individual students, projecting the teacher's voice through speakers. There is evidence that some students with APD function better and have an easier time in class when they can use an FM system. Students without APD may also benefit from a class-wide FM system, particularly in larger rooms.

Not all students with APD will necessarily benefit from FM systems. Students who are hypersensitive to sound might find them overwhelming, and they can be isolating for classroom discussions and other activities, so their use is limited. An old or poorly designed FM system can have problems with static and might not function correctly, ultimately creating more problems than it solves. While FM systems can be effective for some students, they can also be expensive and not all schools or students will be able to afford them. They are certainly not the only option, but they can be helpful for those who have the resources to explore them.

Other Classroom Strategies for Auditory Processing Disorder

This is just a small sample of possible classroom strategies for auditory processing disorder. Teachers and students may need to get creative when planning lessons and working through students' sensory difficulties. Some strategies might work better for younger children, such as:

Talking to a child on their level so that they can clearly see the teacher's mouth movements

Incorporating a variety of learning styles (auditory, visual, and kinesthetic) into daily lessons

Delivering information in a variety of ways to improve student understanding and retention

For older students, particularly those in high school, other strategies might help create an inclusive environment that suits students with an auditory processing disorder. Some possible options include:

Providing subtitles on any video content that students need to watch for class

Allowing students to complete alternate assignments based on their strengths and interests, provided those assignments still meet learning objectives

Diversifying classroom instructional methods so that not all classes are delivered as auditory lectures exclusively

The subject in question can also lend itself to certain strategies over others. Teachers will need to speak to students and consider their own curriculum requirements when planning lessons for students with APD.

Tips for Creating a Sensory-Friendly Classroom

As previously mentioned, it is relatively common for students with auditory processing disorder to experience other sensory processing issues. Teachers who want to create an inclusive environment for students with APD should also consider other ways of making their classroom more welcoming to students with all forms of sensory processing issues. Some students with or without APD may be very sensitive to light and other visual stimulus. Others may find certain textures or activities challenging for tactile reasons. Understanding how these sensory issues can manifest can help teachers and students avoid meltdowns and undue stress in the learning environment and can also greatly improve students' ability to self-regulate in the classroom.

Generally speaking, creating a sensory-friendly classroom means recognizing that everyone's experience of an environment and everyone's perceptual landscape is different. Providing students with options that work for them and that allow them to make their own choices about their education can give students a sense of agency and can help them better understand their own needs. Creating a sensory-friendly environment can also help students learn about their differences and similarities, ultimately fostering a culture of respect for different learning styles and needs. The most significant aspect of a sensory-friendly classroom is choice. Within reason and without disturbing others, students should ideally have options that allow them to learn in their own ways.

Providing Quiet Space

Sensory processing disorders can make stimulus that feels minimal or manageable to others feel extremely overwhelming. Some students with sensory issues, especially those on the autism spectrum, may experience sensory overload when their environment is too overstimulating. One way to avoid sensory overload and help students learn to self-regulate is by providing a quiet space where students can settle down if needed. This space can be a corner of the classroom, an adjacent room, or somewhere else where students can have supervision and some privacy. A quiet space can allow students with APD and other sensory issues to tune out distractions and calm down to learn more effectively and continue their work along with their classmates. This quiet space should not be a punishment area where students are sent when they misbehave but rather a positive space that students can enter voluntarily if they should need it.

Destigmatizing Accommodations

Destigmatization is an important process when it comes to creating a supportive environment. Teachers should work to dismantle misconceptions and negative stereotypes about various learning differences and disabilities so that students are less likely to be judgmental toward their peers. Creating an environment where learning accommodations are not stigmatized can help students feel more comfortable using the accommodations that they need to function in class and to mitigate their sensory issues. Class-wide discussions, lessons, show-and-tell, and other straightforward ways of communicating about learning differences can all be helpful.

Students who have sensory processing disorders may want to make use of an array of accommodations. Those who are easily overwhelmed by sounds might benefit from wearing noise-canceling headphones, particularly when doing quiet work. Students who are very sensitive to light might find it easier to focus if they are allowed to wear sunglasses. Students with ADHD or tactile hyposensitivity might benefit from using stim toys to provide a base level of stimulus. These toys can help some students focus better and can allow them to redirect physical energy in productive and non-disruptive ways. Making these accommodations normal might even allow students who did not know they were an option to explore learning strategies that might end up helping them a great deal.

Incorporating Different Learning Styles

Just as some students with auditory processing disorder might learn more easily using visual tools than auditory ones, other students may need auditory input to focus or might prefer kinesthetic learning styles. This variation in student learning styles applies across the board, whether individual students have sensory processing disorders or not. One way to create an environment that is inclusive of all students is to speak to a class about these learning styles and ask their opinion on which ones are most effective. Teachers should try to incorporate auditory and visual learning guides while delivering content, and they should try to create hands-on activities as often as possible. When students understand that everybody learns in different ways, they may find it easier to extend compassion to others and focus on how they learn best. Those interested in a fulfilling and inclusive teaching career should expect to take the Praxis Exam to achieve teacher licensure in the United States.

Teachers can help a child with auditory processing disorder through clear communication. Asking the student and their parents what works for them can help everyone involved create a plan that suits an individual's needs, as auditory processing disorder can manifest in many different ways.

There are many potential accommodations for auditory processing disorder. Some students may use FM systems, while others might need written versions of lessons. Sitting close to the teacher can also help students focus on and hear spoken instructions.

# data[].attributes.body
https://www.apdsupport.com/freeresources

https://www.neuronlearning.com/auditory-processing-disorder-guide-for-parents/

https://www.ncapd.org/What_is_APD_.html

https://asuspeechandhearingclinic.org/sites/default/files/asu-shs-clinic_capd-tipsforparents.pdf

# data[].attributes.body
I personally have been diagnosed with Auditory Processing Disorder and have had an IEP in place since elementary school, and use it still throughout college. It can be very difficult for an individual with APD to be seen by their teachers or parents as an individual with a disability. My father was always telling me to "just listen harder!" or teachers would not follow some of my accommodations because they did not believe I truly struggled enough to make these changes. I was supposed to be receiving flexible seating, personal listening devices, noise canceling headphones or be taken out of the room for any tests/quizzes. These were not always provided because of reasons such as "oh it's just a short quiz, you'll be fine!" or other excuses the teacher would make so I couldn't leave the room. I had trouble following lectures, maintaining attention when podcasts were being played, remembering instructions, or processing what was said. It would take me a while to fully understand and actually hear what was being asked of me.