Practical applications.....

Those with an auditory processing difference by order acquire (or develop - as a natural extension) the complimentary skills to compensate for any apparent momentary lapses in auditory proximity fields - that is to say, on those occasions when a comment isn't readily interpreted as intended.

There could be any number of different, significant reasons for these lapses, or combination.

Individuals maybe completely absorbed in some personal train of thought, or distracted by the same. Likewise, any other sound in their hearing distance may also effectively interrupt.

For example: -

Any context involving another person will include additional sounds in vicinity. So, as these can’t be selectively discarded, in principle, from this point additional skills will or could be utilised to maximise perception. 

These additional skills increase over time and, due to the negative reactions in response to 'repeat' requests, gradually include more visual, context, and 'cue' prompt reactions as independent confirmation sources for implication consideration.


That's applied logic, but explaining it is difficult because, if you're not an experienced practitioner you need to imagine being frequently subjected to the negative aspects of human response, to appreciate  the accumulative effect. As it's this aspect that promotes the personal development of additional compensatory skills.

More often expressions are of an involuntary nature and denial is another huge impact issue that is frequently encountered as a result.

Imagine someone with tourettes, who's unable to prevent themselves from vocally translating - either your words or their own impressions - in (what's socially considered) an inappropriate way. Tourettes has become more readily understood and recognised, though there's no doubt it has significant impact and severe limitations on the realistic expectations of those who suffer from it in any ambitious way, regardless of their intellectual abilities. That's got to be frustrating and probably further complicates the experience.

In very general terms, our societal cultural values and principle depends, promotes and exists on polite pretence. 

Social codes dictate the way that we greet, impart and receive information, there's also a huge amount of human exchange on a subversive unconscious level. Consequently people spend time considering, practicing and rehearsing how to conceal or suppress specific information, particularly when they fear or associate it with weaknesses. This information maybe considered by product, in effect emotional responses such as tears, laughter, by character and context may betray something fundamental and detrimental in so far as they're not the desired impression.

Blushing, for example, is a human trait that gives a massive indication in reaction to some particular cue. Given a choice, the majority of people would eliminate this facet from their own responses, if they could. However, it can be appreciatively received in a variety of settings and so, in effect, the benefits outweigh any perceived disadvantage. Still, this is one basic and elementary clue that those with auditory processing difficulties will more readily identify - some people do have the inclusive ability to limit or control this response too.

In reality, people consciously inhibit their responses by choice selection for a variety of reasons. Those with (what's called) auditory processing disorder are more likely to recognise this indication on a conscious level (though this is often portrayed through subconscious demonstration in general terms) and with experience 'play' the response part expected.

Processing difficulties can perhaps be more readily understood within this description as it takes time to build up the full picture beyond what's explained and empirically understood. Masking techniques are global and include cultural differences, however... indications of use are not limited by area, age, or society and as such can be readily identified.

Unless you understand yourself it's difficult to appreciate the issues encountered or the exact reasons why strategies exist along with their nature.

Even the breaths someone takes, every gesture, timing and measure are indicative. Fluctuations by expression, suppression, inclination, suggestion, implication, rational, motivational, conceptual, logical, ratificational,  et al. Those with rapid processing skills interpret or apply exhaustive measurements to establish what was meant and almost inadvertently identify in addition anything underlying and incorporational through this process.

This fluency and assimilation ease establishes a frame in various undercurrent language terms. It takes time to fully comprehend and appreciate especially when you consider how this skill is established, because it's generally misunderstood, undermined, undesired and frequently dismissed. This leads to confusion and rapid repeat tests to establish accurate data qualified by independent authenticity (without influence).

Specialties....

Main Heading,               "Subtle ties"


A quick outline reference guide to expertise : - 


Para-linguistic Fluency

• Subliminal inclusions
• Subconscious threshold pointers
• Conscious parameter outlining
• Strategic 'masking'
• Defining language operators pattern recognition

System

• Critical 'markers' & motivational index identification 
• Cross referencing (accuracy/authentication)
• Rapid reading (body language, expressive selections, implications)
• Sequence connection (abridging conscious levels)
• Exhaustive inquiry, probability limitations and logical option definition

Logic

• Cryptic encoding mode recognition/appreciation and utilisation
• Consecutive consequence specific significance inference chronology
• Intuitive
• Conceptual
• Efficacy
• Rigorous testing (game-play)

Obstacles faced by the gifted....

Are (exponentially) infinite,

An example,


Pick a subject.... any subject.... now multiply it.... and that's probably the number of paths being leisurely advanced via internal interrogation (whilst covertly and critically assessing information peripherally) and at the same time attempting to make points, to define, in referencing for memory (for further examination, or activity, obviously).

So when someone else commands their attention they may say, "What?" with a look of perplex... Or it just maybe because, they're vexed in regards to the computational addition (as well as the odds) And, they've now got to track back to the beginning of each original line of cerebrally inclined exploratory inquiry.

Though of course, appearing daft should (but it doesn't) get easier with practice. Whilst within the confines of British 'working' classes it provides solace in comically implied advantage, and yet there's still sadness underpinned by traits inherent within participating necessity - specific to integration.

Encountering any other person who offers (by some condition) the potential to exchange the exploratory gains in mutual appreciative understanding is excellent. However unlikely experience suggests the result, I've remained optimistic, albeit dismayed - by what's conveyed via preclusive allusion. Especially when combined with what's underlined by recognised 'startle mode' adoption when relieved of this fallacy by subtle intractable contradiction.

Rights...

Meaning, freedom. Could be described in various ways, and have as many applications as you can imagine. Context maybe limited, probably, by definition or expectation.

Possibly the oldest questions we've asked throughout generations and the ages have been,

"What are we?",

"Why are we here?",

"Where exactly is that?,"

"How did we get here?," and,

"How do the answers provide existence with meaning?" along with,

"How reliable  is the answer, can I question it?"

Every individual to some extent attempts to find the answers and product agreement. It's reassuring to have someone else express the same feelings, in any respect. It offers comfort in acknowledgement and opportunity to develop theory by cross reference. It provides and guides an interest to platform and unravel, extract or, by implication, act as a deterrent.

When I was an infant, I was taught that God was omnipresent and by description, appeared to me to be:- male, old, grumpy-in-disposition with a potential to be very unpleasant. Perhaps unsurprisingly, I didn't like or feel inspired to admire this combination of elements. So, instead of accepting all that I was told, I considered what alternatives maybe (by logical virtue) applied and hold consistent with the whole concept and yet still appeal to me.

Generally, as a rule, the time I had at school was often spent in some form of discord. Though nearly always quiet, well behaved, bright and polite, disagreement maybe deemed apparent by question, which evidently wasn't welcomed. This also seemed to conflict with what I understood, by definition and description, was reasonably to be expected in relation to education. But perhaps that's an underlying issue in association and by connection with auditory processing in itself. Though of course, as a child with apparent flaws, the potential of significant indicators were overlooked and diagnosis didn't occur until adulthood and quite recently.

Now as someone often portrayed in a particular way, I'd like to say what I think and perhaps dispel a few myths....

Contrary to what appears to be current belief, Scientists - whilst frequently fascinating and intelligently charming aren't actually Gods and they don't know everything. In fact, although I maybe wrong, in order to belong to the ranks of respected repute it seems we're all now open and coercively encouraged to denounce, by way of dismissal, all and any deity.

I appear to be out of line, but I've spent a lot of time considering this and maybe I just prefer to remain sceptical. I also believe that I've a right to choose for myself and unless someone can produce evidence that theory is actual and not just one of a series of ideas or guesses that maybe later discounted, I'd quite like to be respected, not subjected to arbitrary insult - because that not only offends - it portends and extends adverse social contexts whilst not pretending to contribute anything constructive to the subject.


While it's on my mind, I'd also like to note that being twice exceptional is extremely difficult, more so than you may imagine.

Extracts below are from Wikipedia's page:-

Intellectual giftedness -Twice-exceptional

Research conducted in the 1980s and 1990s has provided data which support notions of multiple components to intelligence. This is particularly evident in the reexamination of "giftedness" by Sternberg and Davidson in their edited "Conceptions of Giftedness". The many different conceptions of giftedness presented, although distinct, are interrelated in several ways. Most of the investigators define giftedness in terms of multiple qualities, not all of which are intellectual. IQ scores are often viewed as inadequate measures of giftedness^{[citation needed]}. Motivation, high self-concept, and creativity are key qualities in many of these broadened conceptions of giftedness.

Joseph Renzulli's (1978) "three ring" definition of giftedness is one well-researched conceptualization of giftedness. Renzulli’s definition, which defines gifted behaviors rather than gifted individuals, is composed of three components as follows: Gifted behavior consists of behaviors that reflect an interaction among three basic clusters of human traits—above average ability, high levels of task commitment, and high levels of creativity. Individuals capable of developing gifted behavior are those possessing or capable of developing this composite set of traits and applying them to any potentially valuable area of human performance. Persons who manifest or are capable of developing an interaction among the three clusters require a wide variety of educational opportunities and services that are not ordinarily provided through regular instructional programs.

In Identifying Gifted Children: A Practical Guide, Susan K. Johnsen explains that gifted children all exhibit the potential for high performance in the areas included in the United States' federal definition of gifted and talented students:^[6]

“

The term "gifted and talented" when used in respect to students, children, or youth means students, children, or youth who give evidence of high performance capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who require services or activities not ordinarily provided by the school in order to fully develop such capabilities." (P.L. 103–382, Title XIV, p. 388)

”

This definition has been adopted partially or completely by the majority of the states in the United States. The majority of them have some definition similar to that used in the State of Texas, whose definition states

“

[The phrase] "gifted and talented student" means a child or youth who performs at or shows the potential for performing at a remarkably high level of accomplishment when compared to others of the same age, experience, or environment, and who exhibits high performance capability in an intellectual, creative, or artistic area; possesses an unusual capacity for leadership; or excels in a specific academic field." (74th legislature of the State of Texas, Chapter 29, Subchapter D, Section 29.121)

”

The major characteristics of these definitions are (a) the diversity of areas in which performance may be exhibited (e.g., intellectual, creativity, artistic, leadership, academically), (b) the comparison with other groups (e.g., those in general education classrooms or of the same age, experience, or environment), and (c) the use of terms that imply a need for development of the gift (e.g., capability and potential).

Characteristics of giftedness

Generally, gifted individuals learn more quickly, deeply, and broadly than their peers. Gifted children may learn to read early and operate at the same level as normal children who are significantly older. The gifted tend to demonstrate high reasoning ability, creativity, curiosity, a large vocabulary, and an excellent memory. They can often master concepts with few repetitions. They may also be physically and emotionally sensitive, perfectionistic, and may frequently question authority. Some have trouble relating to or communicating with their peers because of disparities in vocabulary size (especially in the early years), personality, interests and motivation. As children, they may prefer the company of older children or adults.^[14]

Giftedness is frequently not evenly distributed throughout all intellectual spheres; an individual may excel in solving logic problems and yet be a poor speller; another gifted individual may be able to read and write at a far above average level and yet have trouble with mathematics. It is possible there are different types of giftedness with their own unique features, just as there are different types of developmental delay.

Giftedness may become noticeable in individuals at different points of development. While early development (i.e. speaking or reading at a very young age) usually comes with giftedness, it is not a determinant of giftedness. The preschool years are when most gifted children begin to show the distinctive characteristics mentioned above. As the child becomes older, classes that are 'too easy' and emotional issues may slow or obstruct the rate of intellectual development.^[15]

Many gifted individuals experience various types of heightened awareness and may seem overly sensitive. These sensitivities may be to physical senses such as sight, sound, smell, movement and touch. For example, they may be extremely uncomfortable when they have a wrinkle in their sock, or unable to concentrate because of the sound of a clock ticking on the other side of the room. Sensitivities of the gifted are often to mental and emotional over-awareness. For example, picking up on the feelings of someone close to them, having extreme sensitivity to their own internal emotions, and taking in external information at a significantly higher rate than those around them. These various kinds of sensitivities often mean that the more gifted an individual is, the more input and awareness they experience, leading to the contradiction of them needing more time to process than others who are not gifted.^[16]

Hypersensitivity to external or internal stimuli can resemble a proneness to "sensory overload", which can cause such persons to avoid highly stimulating, chaotic or crowded environments. This kind of highly sensitive nature has also been called "overexcitability" by Kazimierz Dabrowski. Some are able to tune out such unwanted stimulation as they focus on their chosen task or on their own thoughts. In many cases, awareness may fluctuate between conditions of hyperstimulation and of withdrawal. (An individual's tendencies to feel overwhelmed is also affected by their extraversion and introversion.)

These conditions may appear to be very similar to symptoms of hyperactivity, bipolar disorder, ADHD, autism-spectrum conditions, and other psychological disorders, but are often explained by gifted education professionals by reference toKazimierz Dabrowski's theory of Positive Disintegration.^[17] Some researchers focus on the study of overexcitabilities. Overexcitabilities refer to ways people, both children and adults, understand and experience the world around them (Gross 2008). The more channels of overexcitabilities that are open to receive the information or stimulus, the stronger or more intense the experience is.

According to Gross (2008), an individual response to a stimulus is determined by his/her dominant overexcitability. Overexcitabilities are expressed in five dimensions: psychomotor, sensual, intellectual, imaginational, and emotional. These dominant channels of acquiring information differ by quantity in some individuals.^[18]

Twice-exceptional

The term twice exceptional was coined by James J. Gallagher to denote students who are both gifted and have disabilities.^[25][26] People have known about twice exceptional students for thirty years; however, identification and program strategies remain ambiguous.^[27] These students need remediation for their learning deficits and enhancement for their strengths to achieve.^[27] Twice exceptional students are considered at risk because they are hidden within the general population of their educational environment, and usually viewed as either under-achievers or average learners.^[27][28]

"Early identification and intervention is critical; however, giftedness in the twice-exceptional often is identified later than in the average population and is masked by the disability. The disabilities may include auditory processing weaknesses, sensory motor integration issues, visual perceptual difficulties, spatial disorientation, dyslexia, and attention deficits.

Recognition of learning difficulties among the gifted is made extremely difficult by virtue of their ability to compensate. Some guidelines that help in identifying these students are as follows:

• Extensive vocabulary
• Difficulty with written expression
• Ability to understand complex ideas
• Easily frustrated
• Wide area of interest
• Highly sensitive
• Creative
• Stubborn and opinionated
• Specific areas of strength
• Highly developed sense of humor
• Curious and inquisitive ^[29]

Social and emotional issues

Isolation

Isolation is one of the main challenges faced by gifted individuals, especially those with no social network of gifted peers. In order to gain popularity, gifted children will often try to hide their abilities to win social approval. Strategies include underachievement (discussed below) and the use of less sophisticated vocabulary when among same-age peers than when among family members or other trusted individuals.^[30]

The isolation experienced by gifted individuals may not be caused by giftedness itself, but by society's response to giftedness. Plucker and Levy have noted that, "in this culture, there appears to be a great pressure for people to be 'normal' with a considerable stigma associated with giftedness or talent."^[31] To counteract this problem, gifted education professionals recommend creating a peer group based on common interests and abilities. The earlier this occurs, the more effective it is likely to be in preventing isolation.^[32]

Perfectionism

Perfectionism is another issue for gifted individuals. It is encouraged by the fact that gifted individuals tend to be easily successful in much of what they do.

Healthy perfectionism refers to having high standards, a desire to achieve, conscientiousness, or high levels of responsibility. It is likely to be a virtue rather than a problem, even if gifted children may have difficulty with healthy perfectionism because they set standards that would be appropriate to their mental age (the level at which they think), but they cannot always meet them because they are bound to a younger body, or the social environment is restrictive. In such cases, outsiders may call some behavior perfectionism, while for the gifted this may be their standard.

"Perfectionism becomes desirable when it stimulates the healthy pursuit of excellence."^[33]

Unhealthy perfectionism stems from equating one's worth as a human being to one's achievements, and the simultaneous belief that any work less than perfect is unacceptable and will lead to criticism. Because perfection in the majority of human activities is neither desirable, nor possible, this cognitive distortion creates self-doubt, performance anxiety and ultimately procrastination.

The unhealthy perfectionism can be triggered or further exaggerated by parents, siblings, school comrades with good or ill intentions. Parents are usually proud and will praise extensively the gifted child, on the other hand siblings, comrades and school bullies will generally become jealous of the intellectual ease of the gifted child and tease him or her about any minor imperfection in his work, strength, clothes, appearance, or behavior. Either approach—positive reinforcement from parents, or negative reactions from siblings and comrades for minor flaws—will push these kids into considering their worth to their peers as equal to their abilities and consider any imperfection as a serious defect in themselves. The unhealthy perfectionism can be further exaggerated when the child counter-attacks those who mocked him with their own weapons, i.e. their lower abilities, thus creating disdain in himself for low or even average performance.

There are many theories that try to explain the correlation between perfectionism and giftedness. Perfectionism becomes a problem as it frustrates and inhibits achievements.

D. E. Hamachek identified six specific, overlapping types of behavior associated with perfectionism. They include:

• Depression
• A nagging "I should" feeling
• Shame and guilt feelings
• Face-saving behavior
• Shyness and procrastination
• Self-deprecation.^[34]

Underachievement

There is often a stark gap between the abilities of the gifted individual and his or her actual accomplishments. Many gifted students will perform extremely well on standardized or reasoning tests, only to fail a class exam. This disparity can result from various factors, such as loss of interest in too-easy classes or negative social consequences of being perceived as smart.^[35] Underachievement can also result from emotional or psychological factors, including depression, anxiety, perfectionism, or self-sabotage.^[36]

An often overlooked contributor to underachievement is undiagnosed learning differences. A gifted individual is less likely to be diagnosed with a learning disorder than a non gifted classmate, as the gifted child can more readily compensate for his/her paucities. This masking effect is dealt with by understanding that a difference of one standard deviation between scores constitutes a learning disability even if all of the scores are above average. In addition, many gifted children may underachieve because they have grown to believe that because of their intelligence, things should always come easily to them, and thus may lag behind their non-gifted peers in the work ethic required to learn things that don't come immediately to them. One apparently effective way to attempt to reverse underachievement in gifted children includes educating teachers to provide enrichment projects based on students’ strengths and interests without attracting negative attention from peers.

[edit]Depression

It has been thought in the past that there is a correlation between giftedness and depression or suicide. This has generally not been proven. As Reis and Renzulli mention,

"With the exception of creatively gifted adolescents who are talented in writing or the visual arts, studies do not confirm that gifted individuals manifest significantly higher or lower rates or severity of depression than those for the general population...Gifted children's advanced cognitive abilities, social isolation, sensitivity, and uneven development may cause them to face some challenging social and emotional issues, but their problem-solving abilities, advanced social skills, moral reasoning, out-of-school interests, and satisfaction in achievement may help them to be more resilient."^[35]

Also, no research points to suicide rates being higher in gifted adolescents than other adolescents.^[37] However, a number of people have noted a higher incidence of existential depression, which is depression due to seemingly highly abstract concerns such as the finality of death, the ultimate unimportance of individual people, and the meaning (or lack thereof) of life. Gifted individuals are also more likely to feel existential anxiety.^[38]

Dąbrowski and the gifted individual

In an appendix to Dąbrowski (1967), results of investigations done in 1962 with Polish youth are reported. Specifically, "a group of gifted children and young people, aged 8 to 23" were examined (p. 251). Of the 80 youth studied, 30 were "intellectually gifted" and 50 were from "drama, ballet, and plastic art schools" (p. 251). Dąbrowski found that every one of the children displayed overexcitability, "which constituted the foundation for the emergence of neurotic and psychoneurotic sets. Moreover it turned out that these children also showed sets of nervousness, neurosis, and psychoneurosis of various kinds and intensities, from light vegetative symptoms, or anxiety symptoms, to distinctly and highly intensive psychasthenic or hysterical sets" (p. 253). Dąbrowski asked why these children should display such "states of nervousness or psychoneurosis" and suggested that it was due to the presence of OE (p. 255). "Probably the cause is more than average sensitivity which not only permits one to achieve outstanding results in learning and work, but at the same time increases the number of points sensitive to all experiences that may accelerate anomalous reactions revealing themselves in psychoneurotic sets" (p. 255).

The association between OE and giftedness appears to be borne out in the research (Lysy and Piechowski 1983; Piechowski 1986; Piechowski and Miller 1995). It appears that at the least OE is a marker of potential for giftedness/creativity. Dąbrowski's basic message is that the gifted will disproportionately display this process of positive disintegration and personality growth.

Professional attitudes toward giftedness

Grobman discusses how some exceptionally and profoundly gifted individuals may unconsciously create deficits as a way of closing the asynchrony gap.^[43] Certain researchers, such as Stephanie Tolan, postulate that the attribution of controversial disorders such as "ADHD" — which other authors have argued has not been proven to exist by any means other than subjective behavioral analysis^[44][45][46] — to gifted individuals arises from a misguided tendency to pathologize that which we don't understand.^[47][48] Tolan also discusses that identifying as attention deficient has become fashionable in young adults.^[47] Although the diagnosis of ADHD is controversial, it is considered legitimate by organizations such as theAmerican Academy of Pediatrics^[49] and the American Medical Association.^[50] Diagnostic criteria for ADHD have been established by the World Health Organization (in the ICD-10)^[51] and the American Psychiatric Association (in the DSM-IV).^[52]

Sardonic....

In the near or distant (relative) past where wolves dared to tread in closer proximity .... I forget if it was Nobody or No-one who answered a question, which was quite funny.......

Recently discussing with a leading senior psychologist, the appointment made (of a senior administrator) within their department, they said,

"The fact that we already have someone temporary covering it, made no difference at all - to the candidate(s)"

I asked what criteria had helped the decision being met, to which they said,

"Well the successful candidate was very specific".

"In what way?" I asked

"They explained in greater detail how they'd do stuff" the Snr. psychologist extolled.

"What did they say that was so different?" intrigued further (I suspect), to which the psychologist said,

"Well when asked how would you do 'something' they'd explained, "First, I'd go into work, then I'd take off my coat and then I'd sit at my desk, then...."

After listening to the long list of strategically important stuff, I asked,

"What were the worst things about any alternative choice.... other than that?"

Professionally they explained to me, "Welllllll, one had improved a letter, after reading suggestions they could make inclusions and/or alterations to it, so obviously they'd  disregarded the instructions we left. Though their version was enhanced without being extended as such, that's not what we'd expect".

"Oh" I said, then asked, "What else?"

"One had a wealth of experience, but that had made no significant difference", he paused briefly then continued, "after some discussion about the job, they'd admitted that they had no direct background or previous experience in our department".

"Was that a significant factor?" I quizzed

"Well as they'd admitted this during the interview, yes."

"Oh right, so they'd been honest about this?"

"Worse because, they'd mentioned an area we don't cover"

"Ah, you believe they'd 'guessed'?"

"Yes, clearly no research had been done, which we felt should have"

"Couldn't be bothered hey?!"

"Apparently. Obviously we considered this negatively, despite their obvious enthusiasm to learn in situ or their background of experience in various other and associated departments along with any previous history of working within similar partnerships."

"Tut"


"Whereas the successful candidate had expressed a genuine and much more recent breadth and depth of pertinent knowledge to a far greater extent. Naturally we were impressed by this. Plus, one of them didn't even have a professional qualification in typing"

"Why did you shortlist them if they couldn't type?"

"Well they 'claimed' to be capable of a very high rate and accuracy, but at the interview I explained that doesn't provide evidence of continued professional development - if I disregard their employment history."


"Ah right.......  So did you employ the candidate already in post?"

"Oh I couldn't discuss that with you, let's just say I found sufficient fault with the alternatives (though it may sound like nit-picking - it all added up) to justify dismissing their potential appointment."

"Ah right, did finance come into consideration?"

"What? Oh, well the candidate employed will commence at the basic, though the money is available regardless of previous progression."

"Selection must have been difficult"

"Yes, but as a professional I follow strict codes of ethics and protocol principles."

"Would it have made any difference if you'd known one of the candidates had an auditory processing disorder? Are you familiar with that at all?"

"Er, well.... um...., I do know what the words mean - though not put together like that, no.

However there's a range of considerations - if that is a disability - to be taken into consideration, though I don't know if that's regarded as a disability, there are areas of the application form that oblige people with disabilities to declare them................."

"Ah right, that's interesting".

Adult Auditory Processing (with a) "Difference"

What quickly became apparent to me when researching this subject was that if you're an adult, there's significantly little information of any reassuring nature available. When I was actually informed of this condition in diagnosis, the basic rudiments of the nature of APD were explained to me. In so far as, "The processing centre in the brain performs differently and this means that you're unable to filter out additional 'background' sound."

That's all that the Audiologist told me.

Reading through the small amount of information online, I was concerned when reading how clinicians are associating the condition with various other disabilities: Autism Spectrum, ADHD, etc.

The apduk.org site added to the increasing sense of alarm by informing readers that, in addition to a range of difficulties, there were factors that the individual with APD might not themselves be aware of. I have tried to access this particular page in order to quote, but been unable to do so today.

Wikipedia's initial descriptive definition however states:

Auditory Processing Disorder (APD), also known as (Central) Auditory Processing Disorder ((C)APD) is an umbrella term for a variety of disorders^{[citation needed]} that affect the way the brain processes auditory information. It is not a sensory (inner ear) hearing impairment; individuals with APD usually have normal peripheral hearing ability. However, they cannot process the information they hear in the same way as others do, which leads to difficulties in recognizing and interpreting sounds, especially the sounds composing speech.

APD can affect both children and adults. Approximately 2-3% of children and 17-20% of adults have this disorder. Males are two times more likely to be affected by the disorder than females. 

Now, as an adult With the condition, and relatively recently diagnosed, I found this suggestion alarming.

My first thoughts were that, I had some additional issues that I'd somehow managed to hide from the world (and myself) and perhaps it was time I found out what these were.

With no disrespect to anyone with Autism, ADHD etc - as a matter of preference, I'd rather Not have the disadvantageous associations with these myself. However, I set about finding out what exactly I might have.

A reliable clinical psychological assessment seemed the obvious first choice. Despite obstacles, I managed to arrange this.

The assessor knew nothing about APD, so was willing to arrange the assessment on the basis that it provided them with, I suppose, some kind of benchmark and personal experience of understanding the condition.

They were further motivated too by the Government Dept that were paying for this at the time.

I met with the psychologist 3 times in all, over a period of 4-5 months. During which, we discussed my concerns, a psychological test was completed, and the assessment report results were given to me - verbally (which, given the nature of APD seemed rather defeatist to me, but I'm not a clinical psychologist).

Fortunately, the conclusion was that (although I'd not completed the whole assessment - after being informed I could skip some parts and had) whatever effects APD had, they were more than compensated for.

In comparison with expected 'normal' results, I'd scored very highly. The psychologist added that, had I completed the whole assessment, my overall score would have been (considerably/probably) higher - even if I'd got most of it wrong.

Her conclusion was that, APD had no significant effect on me in my day to day life and certainly wouldn't be obvious.

Which seemed pretty good, but I still wanted to test this further.

I applied for disability allowance, exaggerating every aspect (as most who apply for this allowance feel they need generally do). I figured, as everyone in (clinical terms) concerned with APD explained the condition in such negative terms, perhaps I needed to.

The government dept's response was that they felt this condition didn't meet their understanding of disability in so far as, they could not provide the allowance within the criteria for disability as laid down by their dept.

Not 'officially' disabled then.

This of course didn't mean I'm not disabled... so I arranged an appointment at my GPs.

Having moved from South Wales to Stafford, England, my new surgery had no previous knowledge of me so I checked that they had all my health records before arranging the appointment.

When I attended the appointment, I dressed smartly - I wanted to be taken seriously.

The doctor I saw was newly appointed and whilst sympathetic, didn't know anything about APD. I asked if the surgery had received my health records, he searched the surgery's database. I suggested that my appointment was financially orientated, prompted by government related procedures. I explained how I felt that the 'condition' was affecting my immediate prospects.

As I'm unable to be dishonest, I was having problems with job applications. Whilst there are a number of  disability discrimination laws in the UK, (unless you select a specific area on a form - thus ensuring an obligatory interview) if you provide any suggestion of a medical condition without so doing, apparently no one wanted to interview.

Immediately prior to including this small reference to APD, I'd had a great number of interviews for a range of jobs. Removing the APD comment had significant results. Clearly there was a problem, but not one I could actually address legally.

Consequently, I explained, I needed the medical support in relation to the effects of APD to access the additional provisions available.

The newly appointed GP felt he lacked the background knowledge and experience to assist me and arranged a further appointment with one of the surgeries leading partners.

A couple of weeks later I attended this appointment.

After a short conversation, the Partner read through the notes in my health records (confirming the diagnosis in relation to APD). Then told me that she felt I was highly employable, clearly intelligently articulate and shouldn't have any problems etc etc. Though she did agree to provide a small note, which - in relation to APD - stated that I was probably best employed in an area of work that didn't involve phones.

So, to summarise....

Everyone concerned in a clinical assessment essentially concluded that not only was I highly intelligent, but that I had no obvious disadvantage due to disability or associated behavioural issues.

I couldn't PROVOKE a negative diagnosis.

Yet, it still remained a problem according to the reports, comments, descriptive terms, and definitions available for research online. Anyone who might employ me and wanted additional information would get this negative impression from clinicians.

Catch 22?

I couldn't announce it without being subjected to misinformation, misrepresentation and miss association.

What does DISCRIMINATION mean in practice?

Let's consider basic descriptions:

Definitions

Within sociology, 'discrimination' is the prejudicial treatment of an individual based on their membership in a certain group or category. Discrimination is the actual behavior towards members of another group. It involves excluding or restricting members of one group from opportunities that are available to other groups.^[2] Moral philosophers have defined it as disadvantageous treatment or consideration. This is a comparative definition. An individual need not be actually harmed in order to be discriminated against. He or she just needs to be treated worse than others for some arbitrary reason. If someone decides to donate to help orphan children, but decides to donate less, say, to black children out of a racist attitude, he or she will be acting in a discriminatory way even if he or she actually benefits the people he discriminates against by donating some money to them.^[3]

The United Nations stance on discrimination includes a statement that: "Discriminatory behaviors take many forms, but they all involve some form of exclusion or rejection."^[4

Employment discrimination

Main article: Employment discrimination

Employment discrimination refers to disabling certain people to apply and receive jobs based on their race, age, gender, religion, height, weight, nationality, disability, sexual orientation or gender identity.

Disability discrimination

Main article: Disability discrimination

Discrimination against people with disabilities in favor of people who are not is called ableism or disablism. Disability discrimination, which treats non-disabled individuals as the standard of ‘normal living’, results in public and private places and services, education, and social work that are built to serve 'standard' people, thereby excluding those with various disabilities.

 Social theories such as Egalitarianism claim that social equality should prevail. In some societies, including most developed countries, each individual's civil rights include the right to be free from government sponsored social discrimination.^[42

Religious discriminationMain article: Religious discrimination

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Religious discrimination is valuing or treating a person or group differently because of what they do or do not believe.

Labeling theoryDiscrimination, in labeling theory, takes form as mental categorisation of minorities and the use of stereotype. This theory describes difference as deviance from the norm, which results in internal devaluation and social stigma^[45] that may be seen as discrimination. It is started by describing a 'natural' social order. 

There is another aspect that the medical profession seem to be (largely) completely overlooking....


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Just saying... like