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