Building standards

A number of countries are already in the process of formulating standards for control of and reducing noise in classrooms and learning spaces.18 Wilson et al15 have recommended that all new classrooms and similar learning spaces should be designed to meet the acoustical standards specified in ‘AS/NZS 2107:2000’.59 A proposal to require appropriate acoustical standards for new classrooms and learning spaces in New Zealand has been made and is now being considered as part of the current review of New Zealand Building Code. Literature to date on noise in schoolrooms, appears to focus on the effects on the general school children, their teachers and the hearing impaired. Only limited attention appears to be given to those students experiencing the other disabilities involving auditory function deficit. It is imperative that the needs of all children experiencing auditory function deficit are investigated along with all other

children, so that appropriate measures can be included in legislation, policy and standards to be promulgated in future.

6.12 Summary

While the most familiar of the conditions affecting hearing and auditory function is probably hearing impairment, there are a number of children with other conditions, that affect their ability to adequately process auditory information.

Otitis media with effusion (glue ear) can be a serious condition in young children if left untreated, as the prolonged condition can cause serious damage to the middle ear and inner ear structures resulting in hearing loss. This has major consequence for this population in the development of speech, communication and being able to learn effectively in educational settings.

Children on the autistic spectrum are another group seriously affected by noise as the majority of them experience a sensory integration disorder, which is defined as a deficit in the neurological process of organizing information through sensory input. A subset of gifted children also experiences this condition. Children experiencing this condition often have extreme sensitivities to certain kinds of noise along with other sensory stimuli, which are described as painful and disorientating. In addition these children suffer a range of other auditory processing difficulties such as ‘Gelstalt perception,’ a difficulty to filter out important auditory information such as the teacher's voice against background noise. They can have the most fundamental difficulties with language which include a delayed processing of speech. They often have a literal interpretation of what they comprehend without understanding the nuances of many common phrases such as, "Pull your socks up."

A key development in the communication framework being used with these children is the use of visual communication messages such as the picture exchange system (PECs), which is now widely used, in educational settings and in the home.

Other therapies have been developed such as sensory integration therapy to response to sensory integration disorder and auditory integration training (AIT) as a treatment for those individuals with sensory auditory problems.

Sensory integration therapy has been accepted by reputable institutions such as the American Occupational Therapy Association, and is now widely used. On the other hand, auditory integration training remains controversial eliciting fierce debate between advocates and detractors of the therapy. The efficacy of this treatment remains unresolved.

Other groups of children affected by noise include those experiencing central auditory processing disorder, Down syndrome due to their deficits in language along with higher than normal levels of persistent middle ear infection and attention-deficit/hyperactivity disorder due to the major distraction that noise presents for them in a learning environment.

The New Zealand Disability Strategy 2001, has become a cornerstone of government policy, if not yet embodied into legislation. Objective 3 of the strategy advocates the provision of the best education for disabled people. This would include the recognition of children with identifiable needs and strategies put in place to facilitate their education. It should also include the provision of appropriate acoustical learning environments. It is imperative that the needs of all children with auditory problems are investigated and recognised so that appropriate measures can be included in legislation, policy and standards to be promulgated in the future.

6.13 References

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