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Nothing in Allison Lee's teacher training had prepared her for teaching middle school science to a student with an auditory processing disorder. She knew that for Chad, this disorder manifested itself by him looking down at his desk to avoid answering questions and looking at the information and pretending to understand. Allison knew she needed to do something for Chad.

I have no time to drastically change my plans, but I know I need to do something. Maybe there are some small changes I could make to help Chad and the other students in my classes? I suppose I could meet with the curriculum coordinator and Chad's special education teacher to see what they think, decided Allison.

Allison knew that her next unit on rocks and minerals would be a challenge for all of her students, and she hoped she could develop some new strategies before she started.


  1. Compare auditory processing with other disorders. Decide why it might be more debilitating.
  2. Debate why teachers who are unwilling to alter to fit the learning needs of students are so detrimental to the students' success.

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