By Wendy L. Moss
A handbook for common institution academics protecting the big variety of behavioral and cognitive concerns that can come up of their study rooms. provides definitions and outlines of attainable underlying difficulties or issues that can urged beside the point habit or disrupt a kid's studying, and acceptable intervention issues.
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Additional resources for Children Don't Come with an Instruction Manual: A Teacher's Guide to Problems That Affect Learners
Youngsters like Michelle, who have difficulty with this skill and/or with discriminating two similar-sounding words, may struggle with the processing of some auditory information. Michelle suffered from moderate central auditory–processing deficits. She was able to grasp spoken language when her teacher explained concepts or ideas to her in a quiet, small-group context or one on one. However, large-group lessons often resulted in Michelle feeling “dumb,” saying “I can’t get it,” or withdrawing.
Or, as noted earlier, parents may choose to ask a psychologist outside the school system to complete the evaluation. This latter option is sometimes selected by parents because they trust a particular psychologist in the community or they seek to increase the privacy of the process. When testing is completed outside the school, however, there is a fee for the evaluation and the child may feel less comfortable in unfamiliar surroundings than when the assessment is conducted in the child’s own school.
In fact, if Evan suffers from a word retrieval problem, he may “circumlocute, or talk around the idea [that he is] . . trying to communicate” (Lahey, 1988, p. 27). This can result in increased verbalizations due to a lack of efficiency in communicating succinctly. If his teacher, upon questioning, recognizes that Evan appears to have difficulty concisely expressing ideas or sometimes expresses them awkwardly, then a speech-language pathologist may want to determine whether a language-related deficit is present.