剖析印度学校中听力受损儿童的课堂听力状况。
Profiling indian classroom listening conditions in schools for children with hearing impairment.
作者信息
Saravanan Gomathi, Selvarajan Heramba G, McPherson Bradley
机构信息
Department of Otorhinolaryngology, Chengalpattu Medical College & Hospital, Chengalpattu, Tamil Nadu, India.
Department of Speech, Language & Hearing Sciences, Sri Ramachandra Institute of Higher Education and Research (DU), Chennai, Tamil Nadu, India.
出版信息
Noise Health. 2019 Mar-Apr;21(99):83-95. doi: 10.4103/nah.NAH_15_19.
INTRODUCTION
An optimal classroom acoustic environment is essential for children with hearing impairment to achieve academic success. The aim of the present study is to provide an overview of classroom listening conditions in schools for children with hearing impairment in a developing country context.
MATERIALS AND METHODS
Noise levels were measured in 37 classrooms from four schools in Chennai, India. Teacher speech levels were measured to obtain classroom speech to noise ratio (SNR) data. The reverberation time was estimated for each classroom.
RESULTS
The mean noise level and reverberation time in all classrooms exceeded recommended maximum levels. The measured SNRs were not optimal for children with hearing impairment. Observations of the classrooms revealed that acoustical treatments were inadequate.
CONCLUSION
The results indicated that Indian schools for children with hearing impairment should take steps to improve classroom listening environments. Possible solutions that may alleviate suboptimal classroom sound environments are discussed.
引言
最佳的课堂声学环境对于听力受损儿童取得学业成功至关重要。本研究的目的是概述发展中国家背景下为听力受损儿童开设的学校的课堂听力条件。
材料与方法
在印度金奈四所学校的37间教室中测量了噪音水平。测量教师的语音水平以获取课堂语音与噪音比（SNR）数据。估算了每间教室的混响时间。
结果
所有教室的平均噪音水平和混响时间均超过了推荐的最高水平。测得的语音与噪音比对于听力受损儿童而言并不理想。对教室的观察表明声学处理不足。
结论
结果表明，印度为听力受损儿童开设的学校应采取措施改善课堂听力环境。讨论了可能改善欠佳课堂声音环境的解决方案。
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