Content area
Abstract
This study explored the perceptions that five learners with central auditory processing disorder (CAPD) displayed about this disorder throughout their schooling careers, with a view to improving insight into the ways in which they interacted with their school environment. The literature review included consideration of current issues of inclusive education in which the characteristics, symptoms, and treatment of CAPD were contextualised. Bronfenbrenner’s eco-systemic theory was employed for determining how the children interacted with their school environment, and a phenomenological, multiple case study design was used for exploring and describing the unique characteristics of each learner’s school experiences in managing their CAPD. Data were gathered using individual reading and spelling diagnostic tests, semi-structured interviews with the learners, as well as classroom observations and documents such as school and medical reports. Data sets were analysed using interpretative phenomenological analysis (IPA). From the coding of raw data, patterns and themes were determined and interpreted using Bronfenbrenner’s model as a framework.
The first theme focused on learners’ self-awareness and how increased personal knowledge of CAPD and coping strategies improved their ability to fulfil their academic potential. The second theme, which related to family and friends, indicated that these immediate relationships of continuous, helpful parental support and positive peer group influences directly affected the learners’ perceptions and experiences of academic success. A third theme, relating to the school environment, elucidated the significance of the learners’ relationships with, perceptions of, and expectations from educators and other professionals in this environment. It appeared that learners’ understanding of CAPD and of the school’s expectations, and a reciprocal understanding of learners’ situation by the school, were conducive to positive perceptions and the attainment of academic success. The fourth theme highlighted the importance of stronger community networking in supporting learners’ perception of their academic work. The final theme covered rules, policies, and systemic determinants that exert an effect on learners’ ability to function successfully in their schooling careers.
The study indicated that school and home environments with open communication supported learners in maintaining a more positive perception of their academic life, and that activities in which learners achieved success, such as sports, improved their self-esteem, friendships, and their perception of school. Implications for schools and educators were that innovative strategies that took account of the social and emotional intelligence of the learners were required in the classroom. Dynamic classrooms promoted learners’ problem-solving skills by encouraging them to bring all their skills, resources, and sens es to bear on the learning process. A team approach by educators, assistive professionals, pa rents, and learners themselves was fundamental to academic success and conducive to promoting a truly inclusive education system.
