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Auditory Processing Disorders Submitted By According to the Individuals with Disabilities Education Act (IDEIA) and Ohio Operating Standards for Children with Disabilities, a student must meet specific criteria to be identified as a child with a disability and who, by reason thereof, need special education and related services. In the state of Ohio, a diagnosis of an auditory processing disorder (APD-previously known as Central Auditory Processing Disorder) is not a stand alone category that would qualify that student as a child with a disability (Rules for the Education of Students with Disabilities in the State of Ohio, Proposed Rule Amendments 4/07). An auditory processing disorder (APD) can impact a students ability to be successful in school. Identifying specific auditory deficit areas, therefore, can help school teams develop strategies to support the student in the classroom. The purposes of this module are to: (1) Provide a model for response to
intervention (RtI) recommendations based on the behavioral observations. RtI model to address behavioral concerns pertaining to Auditory Processing Referral Guidelines for Auditory Processing Disorders Evaluation Role of the SLP in the diagnosis of Auditory Processing Disorders Referral Guidelines for Auditory Processing Disorders Evaluation (4) Outline management and therapy strategies to help students
identified with APD.
Advanced Sentences
Necessary as the Language Demands of the Classroom Become More Sophisticated Teaching Questions to Children (5) Share current internet resources relevant to Auditory Processing Disorders.
FM/Infrared Classroom
Amplification Systems
To make suggestions for this section contact Mary Conlon mrconlon@dps.k12.oh.us Rosanne Douville rosanne.douville@mcesc.org |
