Auditory processing disorders (APD) are widely misunderstood and sometimes even unheard of. This can be difficult in the educational setting where parents often get information from the schools that is misaligned with information obtained from the audiologist who completed the diagnostic testing. This blog is my way of sharing what I’ve observed to be common challenges when navigating the school system and ways to talk about APD with teachers that fosters collaborative efforts to help your children with listening needs.
Can My Child Get Accommodations or Special Services in School Because of Their APD?
The honest answer to this question is: I don’t know. The reason I don’t know is educational practices as they relate to interventions for APD are highly variable across the United States. Let me explain:
IEPs – or Individualized Education Programs – are, essentially, special education. This is a program in which your child would be pulled out of their general education classroom to receive specialized instruction/intervention. 504 Plans are a step down from an IEP, in that the child can get accommodations to help them maintain adequate performance, but they don’t receive specialized instruction. They can remain in the general education classroom.
To get an IEP or a 504 Plan, your child must qualify under one or more of 13 categories as described in the Individuals with Disabilities Education Act (IDEA). There is a category called “hearing impairment”; however, in my experience, many schools consider hearing impairment to only include peripheral hearing loss or deafness. Because many children with APD have typical hearing acuity (they can hear soft sounds), a lot of schools are dismissive of APD and don’t qualify children for additional support. Sometimes schools will consider APD as falling under the category of “other health impairment” and may offer support, but not always.
In my experience, students with APD are usually able to get at least a 504 Plan if they have comorbid diagnoses of ADHD or some other specific learning disability. When APD stands alone, I’ve seen a lot of families get push back from schools saying that the child will not receive school support. Sometimes, schools are open to providing support but require someone from the district to assess their child for APD, as well. Depending on the test batteries used and the conditions in which the tests are completed, the school personnel can come to different conclusions and reject the findings from the audiologist not affiliated with the school.
So, like I say, I don’t know what your experience will be like. Because APD is so misunderstood and sometimes not even recognized, it can be difficult to get help from schools.
What Can I Tell My Child’s Teacher?
Even though systemically schools can be tricky to navigate, on an individual basis teachers can be excellent sources of support for your child. Teachers are often the people who are prompting families to explore their child’s hearing needs. If the schools are unwilling to formalize at least an accommodation plan, here are some things you can talk about with your teachers:
| Describe the Condition | APD is a condition in which the brain is not efficiently making meaning of what is heard (aka processing). Common symptoms include issues with expressive and receptive language, reading and reading comprehension, following multi-step instructions, and understanding speech in noisy environments. |
| Remote Microphones | Some kiddos with APD are fit with low-gain hearing aids to help with understanding speech more clearly in noisy environments. Teachers can help by wearing a remote microphone which will send their voice directly to the hearing aids on the ears of the child. |
| Communication Strategies | Children with APD are learning new strategies to help them navigate listening breakdowns. Teachers can support by encouraging these strategies, such as asking the child to think about what they heard and give a best guess as to what they think they heard before repeating auditory information. |
| Listening Fatigue | Many children with APD experience a heavy cognitive burden from the effort of listening and understanding spoken language. Short listening breaks can be very beneficial. Just like taking short breaks between lifting weights, having a child step out into the quiet hall for a drink, or leaving a minute early for recess or lunch can help them reset and maintain listening effort. Noise-canceling headphones should be a last resort unless carefully monitored. We don’t want to take away sounds, we just want to lessen the burden of needing to focus and listen. |
APD is impacting across a variety of life domains. In children, the biggest concern regarding APD is its impact on academic performance. How families and schools interact to best support students with APD in schools can influence the child’s success, especially as they move from Elementary school to middle or high school. Collaboration is key!