RELATIONSHIP BETWEEN CENTRAL AUDITORY PROCESSING DISORDER AND LEARNING DIFFICULTIES

Abstract

Central Auditory Processing Disorder (CAPD) is characterized by the difficulty of the central nervous system in properly interpreting and organizing sound stimuli, even when peripheral hearing is preserved. This condition directly interferes with the development of language, reading, writing, attention, and auditory memory, significantly affecting the academic performance of children and adolescents. This study aimed to analyze the relationship between CAPD and learning difficulties in the school context, understanding its characteristics, educational impacts, and intervention possibilities. The methodology consisted of a qualitative and descriptive literature review based on books, scientific articles, dissertations, and academic publications related to the topic. The results showed that students with CAPD frequently present difficulties in literacy, oral comprehension, retention of verbal information, and monitoring school activities, in addition to emotional impacts such as insecurity and low self-esteem. It was also observed that early diagnosis and multidisciplinary interventions, associated with inclusive pedagogical adaptations, contribute significantly to improving the academic and social performance of these students. It is concluded that the integration between family, school, and health professionals is essential to promote better learning conditions and school inclusion for students with CAPD.