Listening Technologies for Individuals and the Classroom
By Marttila, Joan, MA, CCC-A; Topics in Language Disorders, Vol. 24, No. 1, pp. 31-50Publication Date: January/March 2004
Article reviews how assistive technology (AT) is acquired for individual students, lists problems that impede students from acquiring the most appropriate AT, describes the use of classroom amplification for all students, and recommends ways to increase the probability that appropriate listening technology is available for individual students and classrooms. One method of improving classroom acoustics is to use a classroom amplification device, which consists of a wireless microphone that is worn by the teacher. The teacher’s voice is transmitted by FM or infrared technology to acoustic speakers that are placed around the classroom or mounted on the ceiling. Many studies have shown the benefits of classroom amplification devices. Another method to consider is simply improving classroom acoustics. In 1997, a national collaborative effort began to provide acoustical accessibility for children who are hard of hearing. The effort resulted in a working group consisting of professionals, including those from speech and hearing, architectural, and building associations with an interest in improving classroom acoustics. The group published a document entitled, “Working Draft of Standard Acoustics in School Classrooms and Other Learning Spaces.” The document recommends desired background noise levels and desired reverberation time. Implications for further improvements and research are discussed.
Published by: Lippincott, Williams, & Wilkins (Website:http://www.lww.com)
This publication is included in the library of the National Rehabilitation Information Center (NARIC), accession number J47187
