Accommodations for processing speed and auditory processing
By the IEP Atlas editorial teamLast updated
Short answer
Auditory processing accommodations reduce how much a student must catch by ear alone: written copies of directions, visual supports, less background noise, a remote microphone where an audiologist recommends one, and checks for understanding. Processing speed accommodations give time and cut copying. Each should say what, when, how much and who provides it. Twenty written examples follow.
Two different profiles often land on the same teacher's desk with similar complaints: "doesn't follow directions," "takes forever," "zones out in lectures." One student has trouble making sense of what they hear, especially in noise. Another has slow processing speed on cognitive testing and needs longer to take in and respond to anything. The accommodations overlap, but they are not the same. This page gives 20, sorted by need, each checked against the line between accommodation and modification.
First, what the labels mean at school
Auditory processing disorder (APD) is a difficulty using what is heard, even though hearing itself tests normal. It is usually diagnosed by an audiologist.[6] APD is not one of the disability categories in IDEA.[1] A student with an APD diagnosis is not automatically eligible for an IEP, and a student without one can still get help.
At school, the question is what the student needs, not what the diagnosis is called. A student with listening difficulties may qualify for an IEP under specific learning disability (listening comprehension and oral expression are two of the eight areas),[2] under speech or language impairment, or under other health impairment if attention is the main issue. Others get a 504 plan, or support without either plan. The specific learning disability guide explains that category.
Processing speed is a score on a cognitive test, not a diagnosis. A low score means the student was slower on simple timed tasks. It often travels with ADHD, learning disabilities and anxiety. The psychoeducational report guide explains where the score comes from.
Before any listening accommodation, check that hearing has been tested recently. Hearing loss and fluid in the ear can look like a processing problem.[3]
Need to category: the matching table
| What you see | Likely need | Category | Items |
|---|---|---|---|
| Misses spoken directions, especially multi-step | Information in more than one channel | Presentation | 1 to 4 |
| Worse in noisy rooms, group work, the cafeteria | Better signal over noise | Setting | 5 to 8 |
| Mishears similar words, asks "what?" often | Clear speech, visual support, checks | Presentation | 9 to 11 |
| Loses track during lectures and videos | Notes and captions | Presentation | 12, 13 |
| Knows the material, runs out of time | More time, fewer copying demands | Timing and response | 14 to 18 |
| Freezes when called on without warning | Thinking time | Timing | 19, 20 |
The glossary defines presentation, setting, timing and response accommodations.
20 accommodations, written for the plan
Each item is worded the way it should read on the IEP or 504 form. Adjust the numbers to the student's data.
Directions and instructions
- 1. Written directions. "Directions for tasks with 2 or more steps are given aloud and in writing, as a numbered list on the board or the page. All classes. Classroom teacher." Check: accommodation. No grading or testing effect.
- 2. Restate before starting. "After whole-class directions, the teacher asks the student to restate the first step privately before independent work begins. All core classes." Check: accommodation. No effect.
- 3. Visual task card. "The student uses a laminated card with picture or word steps for recurring routines (lab setup, writing process, dismissal). Created by the special education teacher by September 15." Check: accommodation. No effect.
- 4. Key words in advance. "New unit vocabulary (up to 10 words) is sent to the student and case manager 2 school days before the unit starts." Check: accommodation. No effect.
The listening environment
- 5. Seat near the speaker. "The student sits within 6 feet of where the teacher usually instructs, facing the teacher, away from the hallway door, fans and the projector. All classes." Check: accommodation. No effect.
- 6. Remote microphone, if recommended. "If the educational audiologist recommends it after evaluation, the teacher wears a remote microphone during whole-class instruction. The audiologist trains staff and checks the equipment monthly." Check: accommodation. No effect. See remote microphone system.
- 7. Quieter test location. "Tests over 20 minutes are taken in a small-group room with 6 or fewer students. Resource staff proctor." Check: accommodation. Usually allowed on state tests; check the state manual.
- 8. Noise-reducing headphones. "During independent reading and writing, the student may wear noise-reducing headphones (not playing audio). All classes." Check: accommodation. On state tests, follow the manual.
Clear speech and checking
- 9. Face the student when giving key information. "The teacher faces the class, not the board, when giving directions, assignments and due dates." Check: accommodation. No effect.
- 10. Rephrase, do not just repeat. "When the student asks for a repeat, the adult rephrases in shorter words once before repeating word for word." Check: accommodation. No effect.
- 11. Check for understanding. "The teacher checks with the student privately (thumbs up, a sticky note, or one question) within 2 minutes of independent work starting." Check: accommodation. No effect.
Lectures, discussion and media
- 12. Copy of notes or slides. "The student receives the teacher's notes or slides at the start of each lecture, and adds to them during class. All core classes." Check: accommodation, unless note-taking is the graded skill. No other effect.
- 13. Captions on. "All videos shown in class have captions on. Teachers choose captioned videos when available." Check: accommodation. No effect.
Time and output (processing speed)
- 14. Extended time. "Time and a half on tests, quizzes and timed writing over 15 minutes. All core classes." Check: accommodation when speed is not the skill measured. No grading effect. Not appropriate on timed fluency probes that measure rate.
- 15. Reduced copying. "The student receives a printed copy of problems and questions rather than copying from the board or textbook." Check: accommodation. No effect.
- 16. Shortened practice sets, same skills. "On homework and practice sets with repeated items of the same type, the student completes every other item (at least 10). Unit tests are not shortened." Check: accommodation, because every skill is still practiced and assessed. Cutting skills or test items would be a modification.
- 17. Chunked long assignments. "Projects longer than one week are split into checkpoints with dates, given with the assignment." Check: accommodation. No effect.
- 18. Typed or dictated responses. "The student may type or use speech-to-text for written answers longer than 3 sentences." Check: accommodation on content tasks. No effect unless handwriting is graded.
Response time
- 19. Warning before being called on. "The teacher tells the student which question they will be asked one question ahead, or uses think-pair-share before calling on anyone." Check: accommodation. No effect.
- 20. Wait time. "The teacher waits at least 5 seconds after asking the student a question before rephrasing or moving on." Check: accommodation. No effect.
Accommodation or modification: where teams slip
The test is whether the support changes what the student must learn or how mastery is judged.[4] Three common slips with these students:
| Written in plan | Problem | Better |
|---|---|---|
| "Fewer test questions" | Removes items, so it changes what is assessed | Extended time and a separate room |
| "Oral tests only" | Changes the response for every subject, including writing | Typed or dictated answers on content tests |
| "Excused from listening activities" | Removes the skill the student most needs to practice | Captions, notes and a remote microphone if recommended |
Pair accommodations with teaching
Accommodations give access; they do not build skills. If listening comprehension is an identified need, the IEP may also include goals for following oral directions, asking for clarification or taking notes from a lecture. The library has listening comprehension goals and auditory skills goals, and the listening comprehension IEP goals guide has worked examples. For students whose main issue is attention, see ADHD accommodations.
Check whether they work
Track two things for 4 to 6 weeks: how often the student asks for repeats or misses directions, and how many assignments come back complete. An accommodation tracking sheet shows which supports the student uses. Drop the ones nobody uses and keep the ones that change the numbers. The goal checker can help if the team adds listening goals.
For a 504 route, the Office for Civil Rights guide explains how schools evaluate and plan under Section 504.[5]
Frequently asked questions
Is auditory processing disorder covered by IDEA?
APD is not one of the IDEA disability categories. A student with listening difficulties may still qualify under another category, such as specific learning disability or speech or language impairment, if they need special education. Others may get a 504 plan.
Who diagnoses auditory processing disorder?
An audiologist usually tests for it, after a hearing test rules out hearing loss. Speech-language pathologists and school psychologists often assess the related language, attention and memory skills that affect listening in class.
What helps a student with slow processing speed?
Extended time, reduced copying, printed materials, chunked assignments, shortened practice sets that keep every skill, and warning before being called on. Choose based on where the student runs out of time.
Should every student with APD get a remote microphone?
No. A remote microphone is equipment an educational audiologist may recommend after evaluating the student in the classroom. It helps some students and not others, so the decision should come from that evaluation.
Use it in IEP Atlas
- Accommodation in the IEP glossary
- Modification in the IEP glossary
- Listening comprehension goals
- Auditory skills goals
- IEP goal checker
Related guides
- IEPs for specific learning disabilities and ADHD: goals, supports, eligibility
- ADHD accommodations in the classroom
- Dyslexia accommodations in the classroom and on tests
- IEP goals for ADHD: examples beyond "stay on task"
- Listening comprehension IEP goals
Sources
- 34 CFR §300.8: Child with a disability, Legal Information Institute, Cornell Law School
- 34 CFR §300.309: Determining the existence of a specific learning disability, U.S. Department of Education (IDEA website)
- Hearing Loss in Children, ASHA
- Accommodations: Instructional and Testing Supports for Students with Disabilities, IRIS Center, Vanderbilt University
- Parent and Educator Resource Guide to Section 504 in Public Elementary and Secondary Schools (2016), U.S. Department of Education, Office for Civil Rights
- Central Auditory Processing Disorder (Practice Portal), American Speech-Language-Hearing Association
Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.