I knew that my refusal to permit someone, who disagreed with my expression of faith on my Calvinism Analogy post and believed I should permit him to publish his negative comment on my weblog, would seek revenge because of my exercising my right to protect the honor of what I believe on my site, but to do so on a blog he names Love Acceptance Forgiveness?!?! Oh well . . . I guess that says it all — actions speak louder than words. I won’t even mention names. I don’t want to be a hypocrite by not honoring what I said in my post on the Golden Rule found in Matthew 7:12. He knows who he is and so does God, so please don’t google his blog. Such a thing could not bring glory to God.
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Central Auditory Processing Disorder
Parents, please don’t be naïve about schools, especially if your child is hearing enabled but might have an auditory processing disorder that’s affecting his or her ability to perform academically.
Teachers and students need to know that there are two sides to judging performance, especially when one side hides very well. What side is that? The way in which information is learned. Not everyone learns the same way. I’m not talking about the commonly known differences between visual, auditory, and tactile/kinesthetic learners or comparing spatial versus non-spatial learners. I’m talking about the way data is organized when it enters the brain. Central Auditory Processing Disorder is a good example to use because it’s something that requires a massive amount of knowledge and skill to be aware of.
CAPD is not an inability to hear sounds. It’s more like auditory dyslexia; often times referred to as a decoding disorder. It isn’t uncommon for an Asperger’s Syndrome person to also have CAPD. It could be just a coincidence that I have CAPD and AS, or maybe not. I do know I often had ear infections as a child. When such infections to the ear happen during critical parts of brain development, the brain becomes wired to process incoming information differently than how it would otherwise if auditory input wasn’t tampered with.
Because of this alternate way of perceiving data, the processing pattern to organize new information also becomes affected. In the end, when it comes to the method that the created thoughts (resulting from the input) get displayed out for the world to experience, it’s going to be different from what’s typical.
Most teachers expect (maybe because it’s what they want) all students to regurgitate what’s taught in the same manner. When a student doesn’t, then that student might be punished unfairly for it. Rather than the teacher first questioning his or her own ability to teach, the first (and usually only) thought is, “The student isn’t working at it hard enough.” Unfortunately because not all students put forth the same level of effort to learn, those who might be putting in a tremendous amount of effort to perform well (in spite of that student receiving inadequate teaching methods for him or her), end up receiving rewards that come nothing close to what s/he deserves. Unless a child is failing miserably, the ones who are getting by will NOT receive any special treatment that might tap into the student’s gifted areas and thereby reveal his or her talents.
