Understanding the Removal of Classroom Auditory Distractors: An Interactive Design

Autor/inn/en	Smith, Gregory W.; Classen, Audra I.; Riccomini, Paul J.; Brewer, Robyn R.
Titel	Understanding the Removal of Classroom Auditory Distractors: An Interactive Design
Quelle	In: Journal of the American Academy of Special Education Professionals, (2018), S.6-23 (18 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-7466
Schlagwörter	Classroom Environment; Auditory Stimuli; Students with Disabilities; Learning Disabilities; Testing Accommodations; Standardized Tests; Acoustics; Audio Equipment; Elementary School Students; Student Attitudes; Reading Tests; Reading Comprehension; Performance Factors; Attention; At Risk Students + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Auditive Stimulation; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Standadised tests; Standardisierter Test; Akustik; Audio-CD; Schülerverhalten; Lesetest; Leseverstehen; Leistungsindikator; Aufmerksamkeit
Abstract	Students with a specific learning disability (SLD) have unique learning needs that must be met. Thus, it is imperative for teachers to incorporate flexible instructional materials, techniques, and strategies for academic progress to take place. One way teachers can be flexible is by allowing students with disabilities to take standardized (i.e. high stakes tests) in removed, quieter settings rather than the typical classroom. Therefore, this naturalistic inquiry study sought to understand what happens when noise reducing headphones were introduced to students, specifically those with SLD, in an elementary classroom. Student descriptions and perceptions of wearing headphones during a reading comprehension assessment indicated student participants seemed to enjoy the experience. Student explanations for this response focused on three principles: (a) internal (i.e. to help the individual internally), (b) external (i.e. to reduce external distraction), and (c) internal and external (i.e. to help the individual internally by reducing external distraction). (As Provided).
Anmerkungen	American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01