Katarzyna Ita Bieńkowska

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 article concerns the impact of Central Auditory Processing Disorder (CAPD) on children as learners. The authors present the possible ways in which the symptoms of CAPD can be alleviated by adjusting the school’s environment to the learner’s needs. It is also pointed out the neccesity of psychological and pedagogical support within educational institutions (mainstreaming or integrating). The issue of Central Auditory Processing Disorder has been presented for decades in foreign language literature as well as described in Polish literature for at least 20 years. Last year, an article entitled Central auditory processing disorder. From educational theory to practice. Selected issues was published in the Niepełnosprawnooeæ (Disability). Special education discourse magazine (Issue No 23/2016, pp. 116–132). The article describes theoretical difficulties in diagnosing CAPD, including the context of educational needs.
The presented article exclusively refers to methodological concern and provides practical advice for aiding learners with CAPD and practitioners of special education, therapists, speech therapists and teachers.

Therapeutic treatment of central auditory processing disorders — an overview of methods and tools in the context of educational support for pupils
The aim of the study is to review the tools and methods for the therapeutic treatment of central auditory processing disorders, with particular attention to auditory training and its effects in pa-tients with deficits in higher auditory functions. The authors analyse ways of treating auditory processing disorders in the context of current knowledge in audiology, pedagogy and speech therapy. The problem of central auditory disorders has Been described in world literature for at least several decades, but there is still an ongoing discussion regarding effective forms of diagnosis and therapy. Early detection of disorders increases the chances of effective hearing and speech rehabilitation as well as preventing difficulties in school learning. This is the third and final article in a series closely examining the issues related to central auditory processing disorders in children (CAPD).