Auditory Processing Disorder
Auditory Processing Disorder - when auditory information is received, but (essentially) scrambled by the brain. The individual with this disorder must try and sift through the scramled auditory information to make sense of it.
70 - 80% of classroom teaching and interaction is VERBAL.
Imagine how difficult it would be to learn when combining those two elements.
Most children with Auditory Processing Disorder are average learners, but their learning disability reduces their ability to work at the cognitive level they are capable of.
The existence of Auditory Processing Disorder is still being argued by a small percentage of professionals. As a result, the disorder is not yet included in the DSM (Diagnostic and Statistical Manual).
Because it is not included in the DSM, it is not recognised by the government.
Because it is not recognised, the disorder receives no funding.
An individual with Auditory Processing Disorder, will constantly struggle to understand auditory information. They may additionally have problems with their expressive language - the ability to express their thoughts. These individuals will most likely have ongoing literacy problems, and literacy problems flow into most other academic areas.When they lose track of what is being said, these individuals might end up daydreaming and missing entire lessons if not brought up to speed.
So what support do these kids need?
The disorder is extremely complex. It can be quite frustrating for educators, but more importantly, for the individual. It is a disorder that is hard to understand, under-funded, and under-recognised.
Many of you know, Seth has Auditory Processing Disorder. He also has some problems with his short term memory, which makes learning a very arduous, repetitive process.
One of my main problems that we have experienced over the last two years of school with Seth, is that his school likes to keep parents at a distance. There is little collaboration with me, and Seth doesn't keep me up to date. Again that's the expressive language barrier. It's much easier for him to withdraw than to try to negotiate with his mind to say what he wants to say. What most people take for granted, is a very real battle for Seth, yet he pours every ounce he has into trying his hardest to do what is asked of him. He has been valiant in his attitude and accomplishments.
When teaching my son, it would be wise, and a hell of a lot more effective to understand his challenges, to foster patience, and to build up his confidence before he starts to give up.
What would be even wiser, would be to value him and his amazing attributes. His love for his family and friends, his endless kindness (unless your name is Isobel), his heart of gold, his humility, his fascination with technology and the world around him, his natural ability to ride a motorbike, skateboard and bike, his excitement at exploring the world around him, and the positive glee he has when he learns something new, his incredible drive to explore the natural world and be part of it, his huge heart that will forgive anyone for anything, his adoration of animals and kids, his endlessly funny ways of expressing his perspectives and his gorgeous, handsome little face.
He's not perfect, but perfect is boring. No one wants to be perfect. And he is as stubborn as he is full of character.
I'm allowed to be biased, but I don't think that is biased. I think that is Seth.
And who knows the kid better than his own mother.
70 - 80% of classroom teaching and interaction is VERBAL.
Imagine how difficult it would be to learn when combining those two elements.
Most children with Auditory Processing Disorder are average learners, but their learning disability reduces their ability to work at the cognitive level they are capable of.
The existence of Auditory Processing Disorder is still being argued by a small percentage of professionals. As a result, the disorder is not yet included in the DSM (Diagnostic and Statistical Manual).
Because it is not included in the DSM, it is not recognised by the government.
Because it is not recognised, the disorder receives no funding.
An individual with Auditory Processing Disorder, will constantly struggle to understand auditory information. They may additionally have problems with their expressive language - the ability to express their thoughts. These individuals will most likely have ongoing literacy problems, and literacy problems flow into most other academic areas.When they lose track of what is being said, these individuals might end up daydreaming and missing entire lessons if not brought up to speed.
So what support do these kids need?
- Regular, repetitive and ongoing intensive reading support.
- Visual Cues
- Repetition of instruction
- Written instructions
- Early preparation for classroom instruction
- Extra support for written maths questions
- Extra support with writing
- A lot of confidence building
The disorder is extremely complex. It can be quite frustrating for educators, but more importantly, for the individual. It is a disorder that is hard to understand, under-funded, and under-recognised.
Many of you know, Seth has Auditory Processing Disorder. He also has some problems with his short term memory, which makes learning a very arduous, repetitive process.
One of my main problems that we have experienced over the last two years of school with Seth, is that his school likes to keep parents at a distance. There is little collaboration with me, and Seth doesn't keep me up to date. Again that's the expressive language barrier. It's much easier for him to withdraw than to try to negotiate with his mind to say what he wants to say. What most people take for granted, is a very real battle for Seth, yet he pours every ounce he has into trying his hardest to do what is asked of him. He has been valiant in his attitude and accomplishments.
When teaching my son, it would be wise, and a hell of a lot more effective to understand his challenges, to foster patience, and to build up his confidence before he starts to give up.
What would be even wiser, would be to value him and his amazing attributes. His love for his family and friends, his endless kindness (unless your name is Isobel), his heart of gold, his humility, his fascination with technology and the world around him, his natural ability to ride a motorbike, skateboard and bike, his excitement at exploring the world around him, and the positive glee he has when he learns something new, his incredible drive to explore the natural world and be part of it, his huge heart that will forgive anyone for anything, his adoration of animals and kids, his endlessly funny ways of expressing his perspectives and his gorgeous, handsome little face.
He's not perfect, but perfect is boring. No one wants to be perfect. And he is as stubborn as he is full of character.
I'm allowed to be biased, but I don't think that is biased. I think that is Seth.
And who knows the kid better than his own mother.
I feel compelled to share this piece of brilliance with THE WORLD!! But for now I shall share it with my Facebook world!! So insightful, so brilliant! Seth is very fortunate to have you as his advocate, AND his mother. He is one of the fortunate ones xox
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