Knowledge of Students of Pedagogy on Auditory Processing

Abstract

Introduction: Auditory Processing Disorder (APD) causes difficulties in learning to read and write. Teachers are professionals who monitor the development of children’s learning in classroom and should be aware of what is Auditory Processing (AP) to identify and address students for evaluation and therapy. Purpose: analyze the level of pedagogy undergraduate students’ knowledge about what Auditory Processing is.. Method: a descriptive and qualitative survey was applied to 51 pedagogy undergraduate students of the Federal University of Sergipe. Questionnaires containing eleven open and closed questions prepared by the authors were applied at intervals granted by classroom teachers. Results: the survey results show that a minority of the undergraduates had some kind of knowledge about AP regarding its definition, characterization and its relationship with the oral and written language. Conclusions: it is vague or little the knowledge about auditory processing regarding its definition, characterization and relationship with the oral and written language. The undergraduates were able to recognize some changes characteristics; however they were not able to associate them with Auditory Processing skills.