Lacerda Adriana Bender Moreira, Gonçalves Claudia Giglio de Oliveira, Lacerda Giselle, Lobato Diolén Conceição Barros, Santos Luciana, Moreira Aline Carlezzo, Ribas Angela
Universidade Tuiuti do Paraná, Curitiba, PR, Brazil.
Programa de Mestrado e Doutorado em Distúrbios da Comunicação da Universdidade Tuiuti do Paraná, Curitiba, PR, Brazil.
Int Arch Otorhinolaryngol. 2015 Jan;19(1):16-21. doi: 10.1055/s-0034-1387810. Epub 2014 Sep 3.
Introduction The presence of noise in our society has attracted the attention of health professionals, including speech-language pathologists, who have been charged along with educators with developing hearing conservation programs in schools. Objective To describe the results of three strategies for awareness and hearing preservation in first to fourth grades in public elementary schools. Methods The level of environmental noise in classrooms was assessed, and 638 elementary school students from first to fourth grades, 5 to 10 years of age, were audiologically evaluated. After the evaluations, educational activities were presented to children and educators. Results The noise level in the classroom ranged from 71.8 to 94.8 A-weighted decibels. The environment of the classroom was found to promote sound reverberation, which hinders communication. Thirty-two students (5.1%) presented hearing alterations. Conclusion The application of strategies for a hearing conservation program at the school showed that noise is present in the room, and hearing loss, sometimes silent, affects schoolchildren. Students and teachers were aware that hearing problems can be prevented. Avoiding exposure to noise and improving the acoustics in classrooms are essential.
引言 我们社会中噪音的存在已引起包括言语病理学家在内的健康专业人员的关注，他们与教育工作者一起负责在学校开展听力保护项目。目的 描述公立小学一至四年级提高意识和保护听力的三种策略的结果。方法 评估教室中的环境噪音水平，并对638名5至10岁的一至四年级小学生进行听力评估。评估后，向儿童和教育工作者开展教育活动。结果 教室中的噪音水平在71.8至94.8 A加权分贝之间。发现教室环境会促进声音混响，这会妨碍交流。32名学生（5.1%）存在听力改变。结论 在学校实施听力保护项目的策略表明，教室中存在噪音，听力损失（有时是隐性的）会影响学童。学生和教师意识到听力问题是可以预防的。避免接触噪音和改善教室声学环境至关重要。
