A child with auditory processing disorder (APD) has difficulty understanding sounds, including spoken words.
They might have gaps in processing what they hear or remember, or may process what they’ve heard in the wrong order. APD can be random and intermittent, and is affected by illness, tiredness, stress and sensory overload.
Typically, this condition becomes evident in childhood, but it can also develop later. It is not a hearing problem, as people with APD usually have normal hearing. It is caused by genetics, complications at birth, a head trauma or chronic ear infections. Sometimes it is also linked to ADHD or dyslexia.
Research into APD is ongoing and there is no cure, but treatments such as auditory training can improve listening and concentration.
People with APD can find it hard to understand:
- people speaking in noisy places
- fast talkers or people with strong accents
- similar sounding words
- spoken instructions
Supporting children with APD in the classroom
Supporting a child with APD in school will involve adjustments to the learning environment, communication strategies, and potentially, could require auditory training. Learners may experience frustration and anxiety, so staff should offer support and reassurance.
Providing a quiet learning space, clear and concise instructions, and visual aids can significantly ease the challenges faced by students with APD. Other considerations include:
- Seating: Positioning the student close to the teacher and away from noise sources like windows or noisy equipment is important.
- Minimising background noise: Reducing distracting noises from fans, projectors, or even the hum of computers can make a big difference. Children with APD may benefit from wearing a wireless earpiece that connects to a small microphone worn by the teacher.
- Visual aids: Using visual schedules, written instructions, and visual prompts to support spoken information can aid comprehension.
- Use clear and concise language: Teachers should try to speak clearly, using simple language, and can check for understanding by asking the student to repeat or rephrase instructions.
- Quiet spaces: Providing a designated quiet area for focused work or when the student needs a break from sensory input can be helpful.
- Transition support: Giving clear instructions about upcoming activities, and allowing time for processing, can help with transitions between tasks.
- Gain their attention: Attract the student’s attention by using their name or a visual clue before speaking to them.
- Provide written instructions: It can help to write down instructions to add to information given verbally, or to provide notes or lesson plans.
- Be patient: Give the student time to process information and respond, without rushing or prompting them too soon. It might be useful to repeat the comment or instruction in another form or using different words.
- Reduce classroom clutter: An organised and clutter-free classroom can minimise distractions.
Other support:
- Auditory Training: Speech and language therapists can provide specific auditory training programs to help improve listening and processing skills.
- Assistive Listening Devices: Use of technology and listening devices can help amplify the teacher’s voice and reduce background noise.
*For further information, go to https://apdsupportuk.wixsite.com/apd-support-uk/education and https://www.nhs.uk/conditions/auditory-processing-disorder/
