Experiences of intermediate and secondary school students with auditory processing disorder and remote microphone systems

Abstract

Under the umbrella of the United Nations Convention on the Rights of the Child (UNCRC), this research explored the experiences of nine intermediate and secondary school students from Aotearoa New Zealand with auditory processing disorder (APD) who used a remote microphone (RM) system at school. Much of the school-based research with those with APD has been conducted with primary-aged students, making post-primary settings of interest in this project. Employing a qualitative research design using semi-structured interviews and subsequent thematic analysis, three themes were identified: the student as expert, the ‘hassle factor’, and teacher cognisance and action. Findings showed that at a school level, post-primary APD students have space for a voice, can share their voice, have an audience to listen to their voice, and influence, but at a systemic level, this is less apparent. Future Ministry of Education assistive technology policy reviews should therefore include student views about RM systems.