Abstract
M.Ed.
This study explored the perceptions that five learners with central auditory processing
disorder (CAPD) displayed about this disorder throughout their schooling careers, with a
view to improving insight into the ways in which they interacted with their school
environment. The literature review included consideration of current issues of inclusive
education in which the characteristics, symptoms, and treatment of CAPD were
contextualised. Bronfenbrenner’s eco-systemic theory was employed for determining how the
children interacted with their school environment, and a phenomenological, multiple case
study design was used for exploring and describing the unique characteristics of each
learner’s school experiences in managing their CAPD. Data were gathered using individual
reading and spelling diagnostic tests, semi-structured interviews with the learners, as well as
classroom observations and documents such as school and medical reports. Data sets were
analysed using interpretative phenomenological analysis (IPA). From the coding of raw data,
patterns and themes were determined and interpreted using Bronfenbrenner’s model as a
framework.
The first theme focused on learners’ self-awareness and how increased personal knowledge
of CAPD and coping strategies improved their ability to fulfil their academic potential. The
second theme, which related to family and friends, indicated that these immediate
relationships of continuous, helpful parental support and positive peer group influences
directly affected the learners’ perceptions and experiences of academic success. A third
theme, relating to the school environment, elucidated the significance of the learners’
relationships with, perceptions of, and expectations from educators and other professionals in
this environment. It appeared that learners’ understanding of CAPD and of the school’s
expectations, and a reciprocal understanding of learners’ situation by the school, were
conducive to positive perceptions and the attainment of academic success. The fourth theme
highlighted the importance of stronger community networking in supporting learners’
perception of their academic work. The final theme covered rules, policies, and systemic
determinants that exert an effect on learners’ ability to function successfully in their
schooling careers.
The study indicated that school and home environments with open communication supported
learners in maintaining a more positive perception of their academic life, and that activities in...