Language, Speech, and Hearing Services in Schools Vol.31 356-361 October 2000.
© American Speech-Language-Hearing Association
This Article
Right arrow Full Text (PDF)
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrowCustom Print
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow My Folders
Right arrow Download to citation manager
Right arrow reprints & permissions
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Google Scholar
Right arrow Articles by Nelson, P. B.
Right arrow Articles by Soli, S.
Right arrow Search for Related Content
PubMed
Right arrow Articles by Nelson, P. B.
Right arrow Articles by Soli, S.
Social Bookmarking
Add to CiteULike   Add to Connotea   Add to Delicious   Add to Digg   Add to Facebook   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Acoustical Barriers to Learning

Children at Risk in Every Classroom

Peggy B. Nelson 1
Sig Soli 2
1 University of Maryland School of Medicine, Baltimore
2 House Ear Institute, Los Angeles, CA

nelso477{at}tc.umn.edu

There are surprisingly large numbers of children with various auditory disorders in the schools. Their classrooms are often noisy, reverberant, and active places of learning. For these children, their auditory problems plus the poor classroom acoustics cause significant learning problems. Poor listening conditions can affect all children, but they affect those with auditory disorders more. Improving classroom acoustics can significantly reduce the negative educational impact of auditory disorders. This article reviews relevant literature on acoustical barriers to successful learning and provides guidance for school personnel making decisions regarding classroom facilities.

KEY WORDS: classroom acoustics, children with hearing loss

Submitted on September 27, 1999
Accepted on June 30, 2000


Add to CiteULike CiteULike   Add to Connotea Connotea   Add to Delicious Delicious   Add to Digg Digg   Add to Facebook Facebook   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 J Deaf Stud Deaf EducHome page
C. Guardino and S. D. Antia
Modifying the Classroom Environment to Increase Engagement and Decrease Disruption with Students Who Are Deaf or Hard of Hearing
J. Deaf Stud. Deaf Educ., October 1, 2012; 17(4): 518 - 533.
[Abstract] [Full Text] [PDF]

Home page
 Proceedings of the Human Factors and Ergonomics Society Annual MeetingHome page
P. B. Morrow
A site-based ergonomic assessment of acoustics in school settings and the proposal of a fuzzy-logic metric
Reviews of Human Factors and Ergonomics, September 1, 2011; 55(1): 1596 - 1600.
[Abstract] [PDF]

Home page
 Australian Journal of EducationHome page
R. Massie and H. Dillon
The Impact of Sound-Field Amplification in Mainstream Cross-Cultural Classrooms: Part 1 Educational Outcomes
Australian Journal of Education, April 1, 2006; 50(1): 62 - 77.
[Abstract] [PDF]

Home page
 Australian Journal of EducationHome page
R. Massie and H. Dillon
The Impact of Sound-Field Amplification in Mainstream Cross-Cultural Classrooms: Part 2 Teacher and Child Opinions
Australian Journal of Education, April 1, 2006; 50(1): 78 - 94.
[Abstract] [PDF]