<p> ------SPED FYI! Christina Tuohey x6821</p><p>Understanding Processing Deficits </p><p>Processing deficits interfere with the way students understand the information presented to them. The chart below outlines common struggles these students experience and teaching strategies that will help them learn.</p><p>Processing Manifestations Strategies Deficits</p><p>Auditory Confusion with number sequences, lists, or Provide written instructions as reinforcement of oral Sequencing lists of directions. Hearing ninety-four instruction. Use of visuals with lectures. instead of forty-nine.</p><p>Auditory Difficulty remembering what was heard, Provide written instruction to look back on. Don't Memory difficulty remembering important items penalize spelling, just correct. Provide basic outlines from a lecture. Spells poorly. of what is being presented.</p><p>Visual Problems in using a separate answer sheet. Read directions aloud. Provide oral instruction. Write Sequencing Loses place easily. Problems with reading. on the overhead. Color code things written down. Reversing or misreading numbers of When writing questions on the board, change color letters. Reading words incorrectly. Difficulty every other question. with equations.</p><p>Visual Memory Difficulty remembering what was seen. Provide handouts that are clearly written. Provide oral Reading comprehension. Difficulty with instruction. math equations. Poor recall of information.</p><p>Visual Motor Mechanical problems in test taking. Allow use of computer. Tape recorder for lectures. Integration Difficulty copying from board or book. Substitute oral reports. Provide individual written Spaces poorly. Poor written work. outlines so there are fewer steps to process. In math Unorganized. or science require answers only for calculations. Use graph paper. Have "note check". Provide note-buddy. Lower standards for acceptable writing.</p><p>Auditory Often seems to misunderstand. Trouble Written lectures to follow. Talk at a slower pace. Give Discrimination telling differences between similar sounds one task at a time. or words-seventeen for seventy. Seems to hear but not to listen.</p><p>Visual Seeing the difference between two similar Clearly spacing words/problems on a page. Discrimination objects</p><p>Expressive Difficulty expressing themselves. May Provide opportunities for written reports. Allow Language sound "cynical". adequate time to respond to questions.</p><p>Receptive Appears to be "not listening". Incomplete Have students repeat directions back to you for Language work. understanding.</p><p>Organization Incomplete assignments. Unorganized Provide course syllabus. Provide calendar with weekly notebook/notes. plan, include homework. Provide written detailed explanation for projects. For long term projects - have periodic checks.</p><p>Regional Schools and Instruction Programs Joseph M. Barry Career and Technical Education Center 1196 Prospect Avenue, Westbury, NY 11590  (516) 622-6800  Fax: (516) 333-9384  www.barrytech.org</p>