Exploration of teachers' awareness and knowledge of (Central) Auditory Processing Disorder ((C)APD)

Abstract

The aim of this study was to explore primary school teachers' awareness and knowledge of (Central) Auditory Processing Disorder ((C)APD). Teachers' awareness and knowledge are crucial for initial recognition and appropriate referral of children suspected of having (C)APD. When a child is diagnosed with (C)APD, teachers have a role in implementing and monitoring the effectiveness of interventions. A questionnaire was designed and distributed to 53 primary schools in the Republic of Ireland. Findings indicated that 89.1% of participants reported poor/ very poor awareness, while 92% reported poor/very poor knowledge of (C)APD. Results were compared with specific data obtained from a similar study carried out simultaneously in Northern Ireland. Overall, the majority of the participants reported that they have poor/very poor awareness and knowledge of (C)APD. These findings emphasise the need to establish training programmes for teachers and ultimately to support the provision of an appropriate service for children with (C)APD.

Experiences of Patients With Auditory Processing Disorder in Getting Support in Health, Education, and Work Settings: Findings From an Online Survey

“…Poor awareness and understanding of APD were reported by the majority of respondents of the present survey, particularly in professionals in relevant positions, in line with previous reports by surveyed professionals ( 41 – 43 ). This lack of knowledge among medical professionals is of concern, as it may lead to delayed diagnosis and management of APD in affected individuals, and failure to meet the guidelines of the National Service Framework (NSF) for “early recognition, prompt diagnosis, and treatment” ( 48 ).…”

“…RMHAs improve listening and attention skills in children ( 8 ), and adults with neurological-type APD ( 4 , 38 , 39 ), and are thus a reasonable adjustment as per the Equality Act 2010 ( 49 ). Our results highlight the need for teachers, in particular, to be better informed about APD ( 41 , 43 ) not least because they may be the first to notice gaps in a child's language, social behavior, and communication skills ( 25 ).…”

“…Over 70% of ENT and 90% of GP UK professionals report limited awareness of APD and approximately half are unlikely to refer for further APD assessment ( 42 ). The majority of mainstream primary teachers similarly report “very poor” awareness regarding APD ( 43 ).…”

Theoretical and Practical Knowledge of Central Auditory Processing Disorder ‎among Primary School Teachers

“…In line with these results, it is suggested that an update to the curriculum with a dedicated course covering the most common and critical disorders and difficulties among school-age children, may be a useful strategy for all studentteachers in general and special education programs. Besides educators, several studies evaluated CAPD awareness among audiologists and speech pathologists (Hind, 2006;Baldry & Hind, 2008;Logue-Kennedy et al, 2011), reaching a similar conclusion of limited familiarity and professional readiness Given the limited but consistent evidence on the lack of CAPD awareness and preparedness among those concerned (Hlabangwane, 2002;Ryan & Logue-Kennedy, 2013;Fletcher, 2017), a potential line of investigation to further delineate the extent of the problem includes general education teachers and their knowledge of causes, symptoms, and characteristics of CAPD, as well as their their ability to distinguish the disorder from other conditions and effectively refer or intervene when required (Almusawi et al, 2021).…”

“…A later study by Ryan and Logue-Kennedy (2013) explored the levels of CAPD awareness amongst mainstream primary school teachers in the Republic of Ireland. Eighty-nine percent (89%) of respondents reported 'very poor' levels of awareness.…”