O transtorno do processamento auditivo: entre políticas educacionais e práticas pedagógicas

Abstract

Auditory Processing Disorder (APD) is an alteration of the central nervous system that makes it difficult to interpret and understand information, interfering with the learning of schoolaged children. This research sought to understand the knowledge that Elementary School teachers have about TPA and the ways in which they operate with students who present it. The research was based on a bibliographic review on the subject and followed with a field research with teachers from the state education network of Chapecó, investigating what they know about TPA, the educational policies that regulate it and how they proceed. when noticing suggestive characteristics of TPA in their students. The results show that both teachers and teaching networks are unaware of TPA and, consequently, the pedagogical strategies that can benefit students who present it. The conclusions allow us to state that approaching this topic with education professionals is fundamental for the inclusion of students with APD, since the lack of knowledge on the subject makes it difficult to identify and can produce gaps in the learning processes of these students.