dc.contributor.author |
Van Reenen, Coralie A
|
|
dc.contributor.author |
Karusseit, C
|
|
dc.date.accessioned |
2017-09-29T07:40:57Z |
|
dc.date.available |
2017-09-29T07:40:57Z |
|
dc.date.issued |
2017-09 |
|
dc.identifier.citation |
Van Reenen, C.A. and Karusseit, C. 2017. Classroom acoustics as a consideration for inclusive education in South Africa. South African Journal of Communication Disorders, vol. 64(1): doi.org/10.4102/sajcd.v64i1.550 |
en_US |
dc.identifier.issn |
2225-4765 |
|
dc.identifier.issn |
0379-8046 |
|
dc.identifier.uri |
doi.org/10.4102/sajcd.v64i1.550
|
|
dc.identifier.uri |
doi.org/10.4102/sajcd.v64i1.550
|
|
dc.identifier.uri |
https://www.sajcd.org.za/index.php/sajcd/article/view/550
|
|
dc.identifier.uri |
http://hdl.handle.net/10204/9620
|
|
dc.description |
South African Journal of Communication Disorders, vol. 64(1): doi.org/10.4102/sajcd.v64i1.550
Copyright: 2017. The Authors. |
en_US |
dc.description.abstract |
It can hardly be disputed that a school environment should be conducive or, at the very least, not prohibitive to effective learning. The provision of fair, equal and barrier-free access to education is referred to as inclusive education. South Africa supports a policy of inclusive schooling, striving to accommodate all children, including those with disabilities, in mainstream schools. This article sets out to prove that noise control in classrooms is a relevant, yet neglected, aspect of inclusive classroom design in South Africa and requires specific attention. The objectives of this study are to: (1) establish the impact that noise has on learners with sensory, language or learning impairments; (2) establish the preferred listening conditions for these learners by examining prior research and guidelines available in other countries; and (3) outline the current South African regulations pertaining to classroom acoustics and assess them against the preferred listening environment. |
en_US |
dc.language.iso |
en |
en_US |
dc.publisher |
AOSIS Publishing |
en_US |
dc.relation.ispartofseries |
Worklist;19478 |
|
dc.subject |
Classroom acoustics |
en_US |
dc.subject |
South African education |
en_US |
dc.title |
Classroom acoustics as a consideration for inclusive education in South Africa |
en_US |
dc.type |
Article |
en_US |
dc.identifier.apacitation |
Van Reenen, C. A., & Karusseit, C. (2017). Classroom acoustics as a consideration for inclusive education in South Africa. http://hdl.handle.net/10204/9620 |
en_ZA |
dc.identifier.chicagocitation |
Van Reenen, Coralie A, and C Karusseit "Classroom acoustics as a consideration for inclusive education in South Africa." (2017) http://hdl.handle.net/10204/9620 |
en_ZA |
dc.identifier.vancouvercitation |
Van Reenen CA, Karusseit C. Classroom acoustics as a consideration for inclusive education in South Africa. 2017; http://hdl.handle.net/10204/9620. |
en_ZA |
dc.identifier.ris |
TY - Article
AU - Van Reenen, Coralie A
AU - Karusseit, C
AB - It can hardly be disputed that a school environment should be conducive or, at the very least, not prohibitive to effective learning. The provision of fair, equal and barrier-free access to education is referred to as inclusive education. South Africa supports a policy of inclusive schooling, striving to accommodate all children, including those with disabilities, in mainstream schools. This article sets out to prove that noise control in classrooms is a relevant, yet neglected, aspect of inclusive classroom design in South Africa and requires specific attention. The objectives of this study are to: (1) establish the impact that noise has on learners with sensory, language or learning impairments; (2) establish the preferred listening conditions for these learners by examining prior research and guidelines available in other countries; and (3) outline the current South African regulations pertaining to classroom acoustics and assess them against the preferred listening environment.
DA - 2017-09
DB - ResearchSpace
DP - CSIR
KW - Classroom acoustics
KW - South African education
LK - https://researchspace.csir.co.za
PY - 2017
SM - 2225-4765
SM - 0379-8046
T1 - Classroom acoustics as a consideration for inclusive education in South Africa
TI - Classroom acoustics as a consideration for inclusive education in South Africa
UR - http://hdl.handle.net/10204/9620
ER -
|
en_ZA |