A Descriptive Analysis of Noise in Classrooms across the U.S. and Canada for Children Who Are Deaf and Hard of Hearing

Autor/inn/en	Gremp, Michelle A.; Easterbrooks, Susan R.
Titel	A Descriptive Analysis of Noise in Classrooms across the U.S. and Canada for Children Who Are Deaf and Hard of Hearing
Quelle	In: Volta Review, 117 (2018) 1-2, S.5-31 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-8639
Schlagwörter	Acoustics; Deafness; Hearing Impairments; Primary Education; Kindergarten; Grade 1; Grade 2; Classroom Environment; Assistive Technology; Speech Communication; Foreign Countries; Mainstreaming; Special Classes; United States; Canada + Suchen Sie Ihr Suchwort? Akustik; Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Primarbereich; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Klassenklima; Unterrichtsklima; Ausland; Special class; Sonderklasse; USA; Kanada
Abstract	Sound levels and acoustic characteristic information was obtained in classrooms serving children who are deaf and hard of hearing (DHH) in grades K-2 in a variety of settings across the United States and Canada. Sound levels were easily measured using iPads, and acoustic characteristics were documented. Noise levels exceeded the American National Standards Institute standard for all 38 unoccupied classrooms. Classrooms in general education settings were significantly quieter than classrooms where children who are DHH received separate instruction, although significant differences did not emerge for occupied classrooms. Remote microphone technologies (such as personal-worn FM/DM systems or classroom sound field systems) were used significantly more in general education than separate instruction classrooms. Results indicated an unfavorable environment for children who are DHH to successfully access spoken language communication. This information about classroom noise levels, combined with knowledge of standards, acoustic characteristics, and sound abatement strategies is essential for parents, teachers, and administrators to secure acoustically favorable classrooms for children who are DHH. (As Provided).
Anmerkungen	Alexander Graham Bell Association for the Deaf and Hard of Hearing. 3417 Volta Place NW, Washington, DC 20007. Tel: 202-337-5220; Fax: 202-337-8314; e-mail: periodicals@agbell.org; Web site: http://www.agbell.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11