Central auditory processing disorder from theory to educational practice. Selected problems

The complexity of the pathomechanisms underlying central auditory processing disorder (CAPD) requires a comprehensive diagnostic approach. The diagnosis of CAPD should be at the discretion of a specialist audiology-phoniatry doctor in collaboration with a speech therapist and a psychologist, and often also a special needs teacher. Scientific studies show that unrecognized CAPD may lead to difficulties in learning and, in particular, have an impact on language skills and the ability to read and write, thus lowering the school results of the pupils affected by this disorder. The development of medical standards will enable the inclusion of the diagnosis of  auditory processing disorder in the working practice of psychological-pedagogical counselling clinics and recognition of this disorder in the existing implementing legislation from the Minister of National Education. The purpose of this article is to emphasize the need for the organization of specialist assistance for the group of pupils with CAPD in the educational system. It seems reasonable to enquire about the possibility of effective support in the form of special education (on the basis of a decision regarding the need for special education) or within the framework of pedagogicalpsychological support teams (based on the relevant opinion).

The complexity of the pathomechanisms underlying central auditory processing disorder (CAPD) requires a comprehensive diagnostic approach. The diagnosis of CAPD should be at the discretion of a specialist audiology-phoniatry doctor in collaboration with a speech therapist and a psychologist, and often also a special needs teacher. Scientific studies show that unrecognized CAPD may lead to difficulties in learning and, in particular, have an impact on language skills and the ability to read and write, thus lowering the school results of the pupils affected by this disorder. The development of medical standards will enable the inclusion of the diagnosis of  auditory processing disorder in the working practice of psychological-pedagogical counselling clinics and recognition of this disorder in the existing implementing legislation from the Minister of National Education. The purpose of this article is to emphasize the need for the organization of specialist assistance for the group of pupils with CAPD in the educational system. It seems reasonable to enquire about the possibility of effective support in the form of special education (on the basis of a decision regarding the need for special education) or within the framework of pedagogicalpsychological support teams (based on the relevant opinion).