Auditory Training; a Guide for Teachers of the Handicapped. INSTITUTION Iowa State Dept
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DOCUMENT RESUME ED C66 850 EC 042 926 AUTHOR Eden, Kathleen; And Others TITLE Auditory Training; A Guide for Teachers of the Handicapped. INSTITUTION Iowa State Dept. of Public Instruction, Des Moines.; Iowa Univ., Iowa City. Special Education Curriculum Development Center. PUB DATE Sep 72 NOTE 242p. ED1IS PRICE MF-$0.65 HC-$9.87 DESCRIPTORS Auditory Perception; *Auditory Training; Aural Learning; *Aurally Handicapped; Aural Stimuli; *Elementary Education; *Exceptional Child Education; *Lesson Plans; Memory; Remedial Instruction; Remedial Programs; Sequential Learning; Teaching Guides ABSTRACT Approximately 250 remedial lessons in auditory training for the elementary school child are presented for six major areas: auditory reception, auditory discrimination, auditory memory, auditory sequential memory, grammatic closure, and auditory association. The lessons are designed for the child who has adequate auditory sensitivity, but who does not respond to auditory stimuli as others do. Within each major area the activities are divided into readiness, academic, and advanced levels. The levels are intended only to provide a means of dividing the activities into sections which become progressively more difficult. The lessons are said to assume an average class length of 50 minutes. The lessons are generally arranged into sections denoting instructional objective, materials to be used, activities to achieve objective, and occasional comments. Rationale for the remedial program precedes 31 lessons on auditory reception, 30 lessons on auditory discrimination, 68 lessons on auditory memory, 104 lessons on auditory sequential memory, 17 lessons on grammatic closure, and 23 lessons on auditory association. The lessons are replete with practical instructions to the teachers, ideas, and activities for achieving the educational objective. (CB) .1111 er 11.M.N. 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SPECIAL EDUCATION CURRICULUM DEVELOPMENT CENTER AN INSERVICE TRAINING APPROACH AUDITORY TRAIninG A Guide for Teachers of the Handicapped September 1972 by KATHLEEN EDEN JEAN S. GREEN JANICE :-!ANSEN US. DEPARTMENT OF HEALTH. EDUCATION 8 WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO- DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIG- INATING IT l'OIN'S OF VIEW OR OPIN- IONS STATED LO NOT NECESSARILY REPRESEW OFFICIAL OFFICE OF EDU- CATION POSITION OR POLICY COORDINATION STAFF Frank Vance, Project Director Mark Feustel, Consultant Jeffrey P. Grimes, Consultant Peter A. Malmberg, Consultant PRODUCTION STAFF S. Bernie Walden, Production Coordinator Esther Feske, Graphic Artist Dorothy Phillips, Assistant Editor A COOPERATIVE PROGRAM INVOLVING THE IOWA STATri DEPARTMENT OF PUBLIC INSTRUCTION AND THE UNIVERSITY OF IOWA the author/ KATHLEEN EDEN Received her B.A. from The University of Iowa in Special Education in 1964. She taught remedial reading one year in the Bettendorf, Iowa School System and since then has taught at the Center for Children with Learning Problems provided by the Muscatine Scott County School System. She also has taught in the Augustana College (Rock Island, Illinois) summer program for children with specific learning disabilities for two sessions. JEAN S. GREEN Received her B.A. in Psychology from Iowa Wesleyan, Mt. Pleasant, Iowa in 1967, her M.A. in Special Education from The University of Iowa in 1971, and will receive her Ed.S. in Behavior Disorders, Special Education from The University of Iowa in 1972. Her teaching experi- ence consists of two years in a non-graded, self-contained special education classroom in Yarmouth, Iowa; one year working with junior high adolescents at the Towers School in Mt. Pleasant, Iowa; and two years in the Center for Children with Learning Problems in Davenport, Iowa where she worked with SLD students as a teacher, resource person, and diagnostician. During the 1971-72 school year, Ms. Green set up the Center's Learning Lab, designing and sequencing the materials used for CCLP's reading program. JANICE HANSEN Received her B.S. degree in Child Development from Iowa State University and M.A. from 'The University of Iowa in Special Education. She has taught at the Center for Children with Learning Problems in Davenport, Iowa and also has taught in the Bettendorf, Iowa. Ms. Hansen is currently functioning as a Consultant for Programs for Children with Specific Learning Disabilities for the Muscatine-Scott County School System. At the college level Ms. Hansen has taught at the University of Southern Mississippi at Hattiesburg, Mississippi and at Marycrest College in Davenport, Iowa. 14.nled 1ry aunty VY.lem res, lonu, {Inn And W.NogInn Counfirt 3 The Special Education Curriculum Development Center has as its main objective the operation of a statewide inservice training program for teachers of the handicapped. Twenty special class teachers from different geographic areas of Iowa serve as consulting teachers. They attend training sessions in Des Moines and then return to their home area to conduct field sessions.All materials prepared for SECDC are intended for dissemination through the fieldsessions conducted by the consulting teachers. These materials are prepared by the SECDC staff in response to the suggestions of special class teachers. Persons who use SECDC materials but do not attend the field sessions should keep in ;.nind that the purpose of the mate- rial is to serve as a starting point for inservice train- ing and that the publications themselves are not end products. It should also be noted that any reference to com- mercially prepared materials by the Special Educa- tion Curriculum Development Center does not constitute a recommendation or endorsement for purchase. The consideration of such material is intended solely as a means of assisting teachers anr, administrators in the evaluation of materials. Content/ IRATIONALE 1 2AREAS OF AUDITORY ABILITIES 3 3AN AUDITORY BASED READING PROGRAM 7 4A CLASSROOM LEARNING CENTER 15 5LESSONS IN REMEDIATION 21 Auditory Reception 25 Auditory Discrimination 43 Auditory Memory 75 Auditory Sequential Memory 137 Grammatic Closure 205 Auditory Association 221 6RESOURCES 243 Materials 243 References 247 1 What's wrong with Johnny? He just doesn't seem to be listening to what I say in the classroom. Why this morning I had hardly finished giving the reading assignment when he asked, What are we supposed to do? And then there's Jane. She's already ten years old and her speech is so poor you have a difficult time understanding her when she talks about dwiving a caw down a wrough woad. Johnny and Jane may both be experiencing auditory problems. There are many varied and different characteristics of children who have problems with the auditory channel. There are those children who forget directions before they begin the task or in the middle of the task. Some children seek additional clues to what is being said and therefore are constantly looking at the teacher's face for these clues while she is speaking. Another child may utilize the children around him for his information either by copying from their papers or by watching their actions so he can determine what it is that he is supposed to be doing. Some children overreact to noises. Perhaps his or her activity increases as the noise level in the room increases or he may shout that it hurts his ears when the boy next to him dropped his crayon on the floor. Some children are not a;tle to discriminate between the sound of "f" and the sound of "v" after r,,,ani repeated reading experiences with these sounds. There can be a number of different possible reasons for this behavior, such as lack of motivation, poor home environment, or lack of experience; however, many of these youngsters can be experiencing difficulty with the reception or interpretation of auditory information. Before discussing characteristics of children with auditory problems, look at an extremely simplified explanation of how we hear. In order to hear we first of all need sound waves, as they are the stimuli for hearing. Our environment contains many simple and complex sounds which create the sound waves which enter the ear. The ear does not hear, as 2 Rationale it is merely the mechanism that receives the sound waves. The ear is divided into three parts: the external ear; the middle ear; and the inner ear. These are the parts of the ear that receive the sound waves and process them for transmission to the brain. The connection between the ear and the brain is provided by the auditory nerve. The incoming sound waves cause the auditory nerve to be stimulated thereby creating impulses that are then sent to the brain. Although relatively little is known about the actual functioning of the brain it is felt that once the impulses reach the brain a very complex processing of information takes place. This mental processing allows us to interpret or understand (make sense, if you will) out of what it is that we have heard. We can only be amazed at the functioning of the brain because there is so little information available on how this occurs. What happens in the brain to allow us to react when we hear a train coming toward us, or to respond to a question or command from our teacher? At this point in time there is not any information available to answer these questions.