![]() ![]() Sometimes the problems are so noticeable that parents seek a diagnosis of “auditory processing” deficiency from the school or from a specialist. Identifying and diagnosing cognitive problems may first occur when the child or the school notices some or all of the following: the child has a poor memory or what he read or was told, or his or her organizational abilities are poor, or the child has trouble concentrating or communicating, or he or she has trouble concentrating. These auditory or cognitive processing deficiencies must be identified, diagnosed, and effectively treated. Rather, the problem may be the result of the processing of that outside information through the appropriate channels to the brain. This may have nothing to do with the child’s ability to hear or see. Lots of children (and adults) have problems learning from and processing information they hear or see at home or at school. Training can and usually does include using all sensory modalities to make sense of the communication environment around. These people need less training or if trained at all, with more complex auditory stimuli, such as conversation in a noisy background. Other people have had hearing for a long time and lost it for a brief time before fitting with a hearing aid for auditory sensitivity. Some people are born with no hearing and are first trained with an introduction to sound on a very basic level. This can type of training can be done in a number of ways that is catered to the person’s difficulties in communication. Aural (re)habilitation is training to help people make sense of the auditory world around them. ![]()
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