聋的和听力受损的客户要么听不见，要么在听到听觉警告和多媒体表现上遇到困难。
Deaf and hearing-impaired customers either cannot hear, or have difficulty hearing, auditory alerts and multimedia presentations.
这就是为什么每个诵读困难症的孩子学习的时候都需要老师使用多感官方式来教授技能和概念，同时将听觉、视觉和触觉学习方法结合起来。
That is why every dyslexic student needs to learn using a multi-sensory approach that simultaneously combines auditory, visual, and tactile learning strategies to teach skills and concepts.
早有研究表明，特殊语言损伤（SLI）患儿在听觉言语感知方面有困难。
Purpose: It has long been known that children with specific language impairment (SLI) can demonstrate difficulty with auditory speech perception.
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