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

Abstract

Children's ability to process, store and retrieve auditory ‎information is the foundation of their literacy, numeracy, and ‎academic achievement. This progression is hampered by Central ‎Auditory Processing Disorder (CAPD), which causes non-‎specific symptoms. A teacher's role is critical in ‎multidisciplinary efforts to observe, recognize, refer, manage, ‎and intervene on the child's learning and progression as part of ‎CAPD. This study aims to investigate primary school teachers’ ‎awareness of CAPD’s characteristics, causes, symptoms, ‎management, and intervention strategies. A questionnaire was ‎developed and distributed to randomly selected primary schools ‎across the six educational districts in Kuwait. Results from ‎‎1003 teachers showed a reasonable degree of awareness of ‎CAPD, which was mostly attributed to prior exposure and ‎years of teaching experience. However, many of the teachers ‎confused CAPD with other conditions such as deafness, ‎learning disabilities, or behavioural disorders.‎‏ ‏Recommendations are made for bridging the gap between ‎theoretical knowledge and professional practice in teachers’ ‎education and progression.‎ ‎(Keywords: Central Auditory Processing Disorder, Primary ‎School Teachers, Knowledge and Awareness, Kuwait)‎