classroom accommodation
The classroom environment can either hinder or support learning for students with hearing disabilities. It is essential to consider seating arrangement, classroom acoustics and teacher/peer level of speaking voice. The following section will review these concepts more closely.
Seating Arrangement:
A teacher should consult with the student, the student's parents and the hearing consultant when choosing a suitable seating location. Typically a student with hearing loss requires a seating placement that is of close proximity to where the teacher gives her/his instruction in the classroom. It is important for hearing impaired students to be able to see and hear her/his teacher at all times. A 'U' shape classroom desk seating arrangement can effectively help students in their ability to hear and to see her/his peers as well. Notably, locations of background sound and noise should be taken into consideration when deciding on an appropriate seating placement. For example, the student should not be placed in locations next to the hallway door, the pencil sharpener or the HVAC (heating, ventilation and air conditioning) systems.
Classroom Acoustics:
The architectural construction and interior classroom material finishes can have a great impact on the sound quality within a classroom. Many of the older schools were constructed with poor sound absorbing acoustical materials and as a result noise can be problematic. Background noise and sound needs to be controlled in order for students to thrive in an optimal learning environment. There are three sound control factors to consider within the classroom and involve noise from external, internal and student generated sources, reverberation (echo), and proximity from the speaker - teacher or peer.
1. Noise
Examples of External Noise Sources:
Classroom Modifications for improving sound made by external noise sources:
Examples of Internal Noise Sources:
Classroom Modifications for improving sound made by internal noise sources:
Examples of Student-Generated Noises:
Classroom Modifications for improving sound made by student-generated noise:
2. Reverberation (Echo)
Sound reverberation or echo is the effect of a sound that hits any surface, such as walls, windows, floors and ceilings, and then reflects the sound back to the place of origin. Hard surfaces (wooden floors, brick or cinder-block walls) reflect sounds louder than softer surfaces (carpeted floors, acoustic wall panels).
Modifications for improving interior finish materials:
3. Proximity from the Speaker
The further the student is away from the speaker, the more difficult it is to hear and listen. Arrange the desks in a manner that allows the teacher and student to have close proximity for auditory and visual communication.
Modifications for improved hearing of the speaker:
Speaking Voice:
There are several ways in which teachers can speak and modify instruction for the improved hearing capabilities of her/ his students. As a first rule, a teacher should never have her/his back turned, but rather, always face her/his students when speaking to them, as this helps hearing impaired students to speechread and receive meaningful cues. Present information slowly and use a clear audible voice when speaking aloud to students. Encourage all students to speak clearly and loud enough for all their peers to hear what they have said. Repeat and rephrase when necessary, what soft-spoken students have answered or said in class discussions, so that hearing impaired students do not miss out on important information. Ensure the student is paying attention prior to presenting instruction and allow adequate response time for student thinking and processing of answers or questions during instruction.
Classroom Adaptation Strategies:
- Students with hearing loss need to see your face all the time to speech read and get meaning clues. Your non-verbal
communication is crucial. Use your smiles to encourage, invite, and include. Optimum natural lighting is important. Try
not to stand in front of lights or windows as they cause your face to go in shadow.
- Speaking naturally is the most help to your student with hearing loss. Talking very loudly or over-enunciating does not
help your student, in fact it makes it harder for him/her.
- You will need to discuss the best seating arrangement in the room with the student. Consideration must be given to the
best place for receiving maximum information within the normal flow of classroom activities.
- Vocabulary lists with definitions of new terms and concepts to be used during the day help the student to develop a
personal dictionary of words learned.
- An outline of the class agenda--just 3 or 4 points jotted on the board really helps the student get a sense of purpose,
direction, and timing for short term work which fits into the longer range planning.
- Course or grade outline of the topics and kind of work to be done may be useful.
- Provide an outline of a typical school day with the student's own timetable. Include room numbers and a list of people who can assist (e.g. counsellor, school secretary).
- If there is class discussion or group work, it is useful to summarize on the board or have the groups report their work on large paper that can be read as a group.
- Use of overheads, visuals, handouts and
Seating Arrangement:
A teacher should consult with the student, the student's parents and the hearing consultant when choosing a suitable seating location. Typically a student with hearing loss requires a seating placement that is of close proximity to where the teacher gives her/his instruction in the classroom. It is important for hearing impaired students to be able to see and hear her/his teacher at all times. A 'U' shape classroom desk seating arrangement can effectively help students in their ability to hear and to see her/his peers as well. Notably, locations of background sound and noise should be taken into consideration when deciding on an appropriate seating placement. For example, the student should not be placed in locations next to the hallway door, the pencil sharpener or the HVAC (heating, ventilation and air conditioning) systems.
Classroom Acoustics:
The architectural construction and interior classroom material finishes can have a great impact on the sound quality within a classroom. Many of the older schools were constructed with poor sound absorbing acoustical materials and as a result noise can be problematic. Background noise and sound needs to be controlled in order for students to thrive in an optimal learning environment. There are three sound control factors to consider within the classroom and involve noise from external, internal and student generated sources, reverberation (echo), and proximity from the speaker - teacher or peer.
1. Noise
Examples of External Noise Sources:
- hallways
- adjacent classrooms, doors or stairs
- music rooms and gymnasiums
- hum of HVAC systems
- outdoor noise of playground, traffic, yard maintenance (lawnmower)
Classroom Modifications for improving sound made by external noise sources:
- ensure the classroom door is closed to shut out hallway noise
- where permissible, choose a classroom that is located away from high-traffic areas (music room, gymnasium, cafeteria, washrooms, front door, library, etc.)
- where permissible, choose a classroom location where the outdoor noise is minimal (faces park, instead of street)
Examples of Internal Noise Sources:
- hum of HVAC systems
- classroom pets (fish aquarium)
- computers
- Smartboard technology
Classroom Modifications for improving sound made by internal noise sources:
- locate desks away from noise sources (pencil sharpeners, fish aquariums)
- inquire about sound dampening systems or replacement of noisy HVAC (heating/ventilation) systems
Examples of Student-Generated Noises:
- talking
- coughing, sneezing
- paper and book transitions
- pencil sharpening
- desk and chair transitions
Classroom Modifications for improving sound made by student-generated noise:
- adhere a soft absorbing sound material to the leg base of chairs
- educate students about hearing and noise issue concepts
- maintain classroom management of noise levels
- encourage students to have empathy and respect for their hearing impaired peer(s).
2. Reverberation (Echo)
Sound reverberation or echo is the effect of a sound that hits any surface, such as walls, windows, floors and ceilings, and then reflects the sound back to the place of origin. Hard surfaces (wooden floors, brick or cinder-block walls) reflect sounds louder than softer surfaces (carpeted floors, acoustic wall panels).
Modifications for improving interior finish materials:
- add any textured materials like cork bulletin boards, corrugated cardboard or fragments of carpet-roll ends to absorb sound from the walls
- have heavy lined drapes installed to absorb sound from the windows
- carpet hard-surface flooring (note: area rugs are not effective to absorb sound)
- have acoustic tiles installed for ceiling sound absorption
3. Proximity from the Speaker
The further the student is away from the speaker, the more difficult it is to hear and listen. Arrange the desks in a manner that allows the teacher and student to have close proximity for auditory and visual communication.
Modifications for improved hearing of the speaker:
- use a U or V-shaped desk arrangement
- a half-circle or circular desk arrangement also works
- use the circle or half circle arrangement for group seating
Speaking Voice:
There are several ways in which teachers can speak and modify instruction for the improved hearing capabilities of her/ his students. As a first rule, a teacher should never have her/his back turned, but rather, always face her/his students when speaking to them, as this helps hearing impaired students to speechread and receive meaningful cues. Present information slowly and use a clear audible voice when speaking aloud to students. Encourage all students to speak clearly and loud enough for all their peers to hear what they have said. Repeat and rephrase when necessary, what soft-spoken students have answered or said in class discussions, so that hearing impaired students do not miss out on important information. Ensure the student is paying attention prior to presenting instruction and allow adequate response time for student thinking and processing of answers or questions during instruction.
Classroom Adaptation Strategies:
- Students with hearing loss need to see your face all the time to speech read and get meaning clues. Your non-verbal
communication is crucial. Use your smiles to encourage, invite, and include. Optimum natural lighting is important. Try
not to stand in front of lights or windows as they cause your face to go in shadow.
- Speaking naturally is the most help to your student with hearing loss. Talking very loudly or over-enunciating does not
help your student, in fact it makes it harder for him/her.
- You will need to discuss the best seating arrangement in the room with the student. Consideration must be given to the
best place for receiving maximum information within the normal flow of classroom activities.
- Vocabulary lists with definitions of new terms and concepts to be used during the day help the student to develop a
personal dictionary of words learned.
- An outline of the class agenda--just 3 or 4 points jotted on the board really helps the student get a sense of purpose,
direction, and timing for short term work which fits into the longer range planning.
- Course or grade outline of the topics and kind of work to be done may be useful.
- Provide an outline of a typical school day with the student's own timetable. Include room numbers and a list of people who can assist (e.g. counsellor, school secretary).
- If there is class discussion or group work, it is useful to summarize on the board or have the groups report their work on large paper that can be read as a group.
- Use of overheads, visuals, handouts and