Learning And Interacting in Noisy Classrooms: Teacher Perceptions of The Challenges For Students Who Are Hard of Hearing

Authors

  • Janet R. Jamieson Professor Faculty of Education University of British Columbia
  • Brenda T. Poon University of British Columbia
  • Anat Zaidman-Zait Tel Aviv University

Keywords:

deaf, hard of hearing, classroom acoustics, background noise

Abstract

The purpose of this exploratory study was to investigate the impact of background noise on the daily school experiences of deaf and hard-of-hearing (DHH) children in elementary school. Through observations in 11 elementary classrooms in a western Canadian city, students and teachers were found to participate in four types of classroom activities (seatwork, direct teacher instruction, small group activities, and transitions).  Unstructured activities, large classroom space, and high levels of background noise caused the most challenge for DHH students in terms of learning and peer interactions. Sixteen classroom and specialist teachers of the DHH were interviewed to learn their perceptions of their 11 DHH students’ experience learning and interacting in noisy classrooms, and all interviews were analyzed through a content analysis approach. The teachers perceived that the students experienced serious negative impacts from background noise both academically and socially. Implications for theory, practice, and policy are discussed.

Author Biographies

Janet R. Jamieson, Professor Faculty of Education University of British Columbia

Professor

Department of Educational & Counselling Psychology, & Special Education

University of British Columbia

Brenda T. Poon, University of British Columbia

Assistant Professor

School of Population and Public Health

Anat Zaidman-Zait, Tel Aviv University

Associate Professor

School of Education

Additional Files

Published

2019-04-26

How to Cite

1.
Jamieson JR, Poon BT, Zaidman-Zait A. Learning And Interacting in Noisy Classrooms: Teacher Perceptions of The Challenges For Students Who Are Hard of Hearing. Canadian Acoustics [Internet]. 2019 Apr. 26 [cited 2024 Apr. 18];47(1):51-8. Available from: https://jcaa.caa-aca.ca/index.php/jcaa/article/view/3275

Issue

Vol. 47 No. 1 (2019)

Section

Murray's special issue

License

Author Licensing Addendum

This Licensing Addendum ("Addendum") is entered into between the undersigned Author(s) and Canadian Acoustics journal published by the Canadian Acoustical Association (hereinafter referred to as the "Publisher"). The Author(s) and the Publisher agree as follows:

  1. Retained Rights: The Author(s) retain(s) the following rights:

    • The right to reproduce, distribute, and publicly display the Work on the Author's personal website or the website of the Author's institution.
    • The right to use the Work in the Author's teaching activities and presentations.
    • The right to include the Work in a compilation for the Author's personal use, not for sale.

  2. Grant of License: The Author(s) grant(s) to the Publisher a worldwide exclusive license to publish, reproduce, distribute, and display the Work in Canadian Acoustics and any other formats and media deemed appropriate by the Publisher.

  3. Attribution: The Publisher agrees to include proper attribution to the Author(s) in all publications and reproductions of the Work.

  4. No Conflict: This Addendum is intended to be in harmony with, and not in conflict with, the terms and conditions of the original agreement entered into between the Author(s) and the Publisher.

  5. Copyright Clause: Copyright on articles is held by the Author(s). The corresponding Author has the right to grant on behalf of all Authors and does grant on behalf of all Authors, a worldwide exclusive license to the Publisher and its licensees in perpetuity, in all forms, formats, and media (whether known now or created in the future), including but not limited to the rights to publish, reproduce, distribute, display, store, translate, create adaptations, reprints, include within collections, and create summaries, extracts, and/or abstracts of the Contribution.