Definition of listening Comprehension:
“Listening comprehension refers to the understanding of the implications and explicit meanings of words and sentences of spoken language.”
CDE Guidelines for Identifying Students with Specific Learning Disabilities 2008
Prevalence:
The prevalence of this disorder was hard to find as a statistic. Many times this is an area that is hard to assess and diagnose. There are so many ESL students that struggle with comprehension as well and it kind of blurs the line between those with an actual deficit or those that are struggling as a result of cultural differences. Both of these categories are a problem and can be dealt with in much the same way. There are many students who struggle with this problem and it deserves equal attention to the more highly regarded reading comprehension.
Characteristics:
There are several key components to listening comprehension and oral expression as they are highly related. Characteristics of a disability in listening comprehension could include a lack of proficiency in one or more of these areas. If a student lacks the understanding of these essential concepts of language then their comprehension will fall short as well.
Syntax – word order; sentence structure
Grammar – the rules of language
Morphology – the meaning units in words
Pragmatics/social language – use of language in social contexts
Semantics – knowledge of vocabulary; meaning-based language
Phonology – use of sounds to encode the meaning of language
There are also some basic skills that are needed in order for a student to be an effective listener. These include auditory attention, memory, and perception as well as the actual comprehension. Without these skills a student will struggle to understand and remember what he or she is hearing. Students who lack listening comprehension will struggle to follow oral instruction which is vital to being successful in the classroom setting.
How is it identified and what are the assessments?
Listening comprehension can be identified in several ways. The first thing that should be done is a hearing test. If a child cannot hear then they will struggle with listening in general. There are also many tests that cover the essential components to language as listed above in the characteristics. Although some may not use actual listening comprehension to test, they are still valuable in determining the possibility for the disability. Perhaps the most valuable tool is the constant monitoring of a teacher or aid in the everyday activity of the child. In order for a child to be successful in the classroom they must be able to understand oral instruction. This covers a wide range of things such as class rules, assignments, lessons, as well as the communication between classmates. If there appears to be a problem then the Childs behavior needs to be monitored to see if they are exhibiting proper listening skills.
How do these learners receive their education?
· Most of these learners receive their education in the general classroom.
· The use of an aid or pathologist may be required to provide extra instruction and practice.
Educational practices and strategies for curriculum instruction:
· Explicitly teach listening skills.
· Focus on strategies that involve repetition.
· Assignments that require student to summarize.
· Teach key word identification strategies.
· Focus on sentence building structure.
· Provide opportunities for students to rephrase and retell
· Provide opportunity to rhyme or sing instruction or content.
· Add others cues to instructions such as visual or kinesthetic.
· Be an interesting speaker.
· Encourage questions and clarification.
Accomodations:
· The help of an aid or pathologist may be required.
· Hearing aids or devices.
· Environment that decreases or limits distractions.
· Games and drills that focus on comprehension skills.
Inclusive Practices:
It is essential that students who struggle in this area are included in the classroom setting. The main way that humans interact is through oral communication. By taking a student out of a social setting you are decreasing the opportunity for the student to practice and improve their oral comprehension skills. There are many strategies that can be implicated for this disorder while still including the child in a normal classroom setting.



Severity or extent in youngsters:
The severity of this problem can range from almost a total lack of oral comprehension due to a hearing problem to a normal child who struggles with their attention span and is simply not listening. Many times this problem can be temporary and is one that many times can be greatly improved with proper instruction, techniques and even discipline.
Challenges for general education:
· A student who does not follow instruction can be a disruption to the entire class.
· Time taken to repeat instruction or clarify to a single student takes the teachers attention away from the rest of the class and is time consuming.
Accommodations and Assistive Technology:
· Computer games are ideal for many of the strategies used in working with this problem. They can also give the instruction orally which will help the student in their area of concern.
· Audio books and other computer programs can deliver content orally and in a very secluded learning environment with the use of headphones.
Is this a school issue or a Life issue?
This is definitely an issue that affects both school and life. The problems it causes in school are talked about in this paper however the problems in life can be much greater. Communication is vital to our society and without it you will struggle in your social, work , and family life. Being able to listen and comprehend what you are hearing is one of life’s most important skills.
How does this affect the home?
This problem can cause a great deal of stress in the home. Instructions are constantly given to children and a lack of comprehension will cause stress between children and parents. If the child fails to understand instructions for homework in school they will struggle at home and need help. This is time consuming for parent and will be a regular occurrence. If the child can’t repeat the instruction to the parent for the assignment then the frustration will build.
What can you do?
As a teacher I need to be sure that first of all I am able to diagnose a student who may struggle with listening comprehension. If I sense the problem in the classroom I need to take further steps in determining the extent of the disability. Once a child is found to have the problem I need to research and find strategies and practices that will increase their chance for success.

What can you do to support parents?
First if all I would need to notify the parents if their Childs disability and the extent of it. After that I would need to educate them on how to deal with the issue and give them resources and advice on how it should be dealt with. You have to remember that many times parents have no knowledge of what to do if their child has a disability. By sharing my knowledge with the parents I could increase the student’s chance for success at home as well as at schoo
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Resources:
www.asha.org
www.eclpublications.com/ www.interventioncentral.org
www.colorincolorado.org
www.eslcafe.com
www.interactivereadalouds.com
www.thegraycenter.org
www.wida.us/
www.cde.state.co.us/cdesped/.../
www.superduperinc.com/.../85_**listening**CompLearn**Disability**.pdf