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Abstract
Scholastic under-achievement is common among school children with various hildhood handicapping disorders that inevitably limit and restrict the child’s ability or opportunity to acquire everyday skills and develop interests and hoppies (Hoare et al 1998). Causes of academic problems didn’t rest simply with the children’s handicaps. ssues involving how they learn, how teachers teach and how they interact with students nd other environmental factors should be considered (Sussman 1985). The child learns through visual, auditory, and kinesthetic stimuli that are epetitively presented to him. (Ganong, 1996). There are many auditory skills, which are equired for normal academic achievement. These skills enable the child to make use of what heard for further processing and hence, decoding of the auditory signal (Schoeny and Hasenstab, 1983). Central Auditory Processing [CAP] refers to the efficiency and effectiveness by which the central nervous system (CNS) utilizes auditory information. Narrowly defined, CAP refers to the perceptual processing of auditory information in the CNS and the neurobiological activity that underlies that processing and gives rise to lectrophysiological auditory potentials. CAP includes the auditory mechanisms that underlie the following abilities or skills: sound localization and lateralization; auditory discrimination ; auditory pattern recognition; temporal aspects of audition, including emporal integration, temporal discrimination (e.g., temporal gap detection), temporal ordering, and temporal masking; auditory performance in competing acoustic signals including dichotic listening); and auditory performance with degraded acoustic signals ASHA, 1996; Bellis, 2003; Chermak & Musiek, 1997)