Conhecimento dos graduandos de pedagogia acerca do transtorno de processamento auditivo central e suas manifestações em escolares

Abstract

Objective: To investigate what Pedagogy undergraduates know about Central Auditory Processing Disorder, how they perceive its manifestations in schoolchildren and what conduct they adopt in relation to the necessary referrals. Methodology: This was an observational, cross-sectional, descriptive and quantitative field research conducted from May to September 2019. Forty undergraduates participated in this study, 20 from the last year of Pedagogy and 20 from Speech Therapy of two public universities of Paraíba that answered a questionnaire composed of closed and open questions. Results: It was found that 90% of Pedagogy graduates report not having attended a discipline that aborted the Central Auditory Processing theme and only 5% reported knowing what is Central Auditory Processing. Regarding the typical manifestations of the disorder, participants perceive more changes related to writing than those related to processing disorder itself and only 15% of participants correctly indicated the conduct that should be adopted when observing students with typical manifestations. 25% (n = 5) of Pedagogy undergraduates said that the TPAC should be treated by a multidisciplinary team, but did not include in their answers the speech therapist. Conclusion: Pedagogy students recognize the close relationship between hearing and school learning, but do not yet know adequately the issues related to central auditory processing, its alterations and how they may influence the process of acquisition of written language by students.