The term “auditory disability” is suggested in reference to a variety of problems in essentially nondeaf but aurally handicapped children. Concern is expressed for the lack of good methods for early identification of these disorders as well as serious gaps in educational programing at both the preschool and lower elementary levels. Proper programing is related to the availability of appropriately trained instructional personnel and the adjunctive use of diagnostic specialists. A framework for a new curriculum to train teachers of children with auditory learning disabilities is proposed.
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