This is a blog for information I find about Central Auditory Processing Disorder which is a brain hearing learning disability.
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Experience Auditory Processing Disorder for Yourself!

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On the internal processing side, children with Sensory Integration Dysfunction may exhibit auditory processing or visual processing issues. For example, if a child hears the words but struggles with the meaning, he or she may have an auditory processing disorder. Similarly, if a child can see an image, but can’t describe it in words or process its context, he or she may have a visual processing disorder. In both cases, the senses are capturing the external information, but the internal cognitive mechanisms aren’t processing the information correctly. Source

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SIGNS OF AUDITORY DYSFUNCTION: (no diagnosed hearing problem)

1. HYPERSENSITIVITY TO SOUNDS (auditory defensiveness):

  • distracted by sounds not normally noticed by others; i.e., humming of lights or refrigerators, fans, heaters, or clocks ticking
  • fearful of the sound of a flushing toilet (especially in public bathrooms), vacuum, hairdryer, squeaky shoes, or a dog barking
  • startled by or distracted by loud or unexpected sounds
  • bothered/distracted by background environmental sounds; i.e., lawn mowing or outside construction
  • frequently asks people to be quiet; i.e., stop making noise, talking, or singing
  • runs away, cries, and/or covers ears with loud or unexpected sounds
  • may refuse to go to movie theaters, parades, skating rinks, musical concerts etc.
  • may decide whether they like certain people by the sound of their voices

HYPOSENSITIVITY TO SOUNDS (under-registers):

  • often does not respond to verbal cues or to name being called
  • loves excessively loud music or TV
  • appears to “make noise for noise’s sake”
  • seems to have difficulty understanding or remembering what was said
  • appears oblivious to certain sounds
  • appears confused about where a sound is coming from
  • talks self through a task, often out loud
  • had little or no vocalizing or babbling as an infant
  • needs directions repeated, says “what” frequently

Source

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My APD School Experience

I had to attend another class before I could go to kindergarden because I was 4 years old and spoke like a 2 year old. One year of intervention made a huge difference. I then went to AM Kindergarden and then while most went home I went to a special education class afterwards. I always had a full day of school.

By middle school, I started noticing how different classroom environments affected my hearing. I would get anxiety when I found out my seat was in the back or if the classroom was huge. Also the more students there were, the more likely I was going to miss things. 

I would get some teachers who just didn’t understand when I explained I needed to sit close to the front. I think this is because I was mainstreamed into the regular classroom when I was in 1st grade and no longer had an IAP (individual accommodation plan) so they didn’t believe me. But just because I was able to move into a “regular” classroom doesn’t mean that I still didn’t need help from time to time. 

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