Specific features of psychosocial functioning of children with central auditory processing disorders in the educational environment

Abstract

Central auditory processing disorders (CAPD) occur in 2–7% of the population of school-age children. They are among the most severe neurodevelopmental disorders that impede learning progress irrespective of the child’s intellectual abilities, whether average or above-average. In this paper, the author delineates the unique nature of issues related to CAPD and discusses the special educational and developmental needs of pupils affected by the condition. Difficulties in children’s psychosocial and educational functioning, which may result from central auditory processing disorders, are described. In the subsequent section of the study, the author emphasises the role of the school environment in supporting and facilitating effective implementation of the assumptions of the core curriculum during early education. Following that, the author outlines the specific methodology required for working with pupils with CAPD. Children with central auditory processing disorders present with significantly more mental health problems than normally developing children in the general population. Working with children with CAPD at school requires a multifaceted approach, which may include adjustments in teaching, therapy, and emotional support. What is particularly important in this context is a personalised approach that considers individual needs and facilitates the child’s attainment of educational success. Teachers, in collaboration with psychologists and other specialists employed at school, should adjust their teaching methods to address the challenges children may face in processing sounds.