ادراك شنيداري دانش آموزان با اختلال خواندن و مقايسه آن با همكلاسان عادي

The Auditory Perception of Students with reading problem and comparing them with their normal classmates

ناتواني يادگيري يكي از پيچيده ترين اختلالاتي است كه در حيطه كودكان استثنايي مطرح است. اين پيچيدگي در تعريف، طبقه بندي و ارزيابي اين اختلال نمود پيدا مي كند. در بخش تشخيص، ملاك ها و ابزارهاي ارزيابي چندان روشن نيست. اغلب دانش آموزان با ناتواني يادگيري اختلال خواندن دارند. اين پژوهش با هدف بررسي ادراك شنيداري دانش آموزان با اختلال خواندن و مقايسه آن با همكلاسان عادي شان انجام گرفته است. 30 نفر دانش آموز با اختلال خواندن از بين مراجعين به مراكز اختلال يادگيري شهر تهران و نيز 30 نفر ازهمكلاسان عادي آن ها با روش نمونه گيري در دسترس انتخاب شدند و پس از بررسي ملاك هاي ورود به پژوهش آزمون ادراك شنيداري APT/HI براي آنان اجرا شد. دانش آموزان با اختلال خواندن در هر چهار خرده آزمون ادراك شنيداري عملكرد پايين تري نسبت به همكلاسان عادي خود داشتند.

Aim: Learning disability is one of the most complicated disorders in the field of exceptional children. This complexity can be demonstrated in definition, classification and evaluation. In the diagnosis section, the criteria and the evaluation instruments are not so much clear. The most of the students with learning disability have reading problems. This study, has been done with the aim of investigating the auditory perception of the students with dyslexia, and comparing them with their normal classmates. Methods: 30 dyslexic students, from the ones who visited the learning disability centers in Tehran City along with 30 normal students were selected by convenience sampling method and auditory perception test APT/HI was conducted for them, after checking the entrance criteria. Results: The dyslexic students had lower performance rate in all the auditory perception subtests, compared to the normal students. Conclusion: Many dyslexic students are weak in case of auditory perception and the evaluation and reinforcement of such perceptive skill should be involved in their rehabilitation program. Considering the high comorbidity of the central auditory processing disorder and learning disability, we can see that evaluating such skill in suffering students, seems to be important. In this regard there are many tests that can be conducted in a short period of time, which make it possible to diagnose the auditory perception problems in the subjects. On the basis of such evaluation results, comprehensive plan can be designed and implemented.