Auditory Processing Disorder

between educational policies and pedagogical practices

Abstract

Auditory Processing Disorder is an alteration of the central nervous system that makes it difficult to understand information, interfering with children’s learning. This research sought to understand the knowledge constituted by elementary school teachers about this disorder and the ways in which they operate with students who have it. The research is based on a bibliographic review and field research with teachers from the state education network in a municipality in the west of Santa Catarina. The results show that both teachers and educational networks are unaware of Auditory Processing Disorder and, consequently, the pedagogical strategies that can benefit students who have it. By allowing to affirm that approaching this theme with education professionals is fundamental for the inclusion of students with this condition, since the lack of knowledge on the subject makes identification difficult and can produce gaps in the learning processes of these students.