Van Reenen, Coralie AKarusseit, C2017-09-292017-09-292017-09Van 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.v64i1.5502225-47650379-8046doi.org/10.4102/sajcd.v64i1.550doi.org/10.4102/sajcd.v64i1.550https://www.sajcd.org.za/index.php/sajcd/article/view/550http://hdl.handle.net/10204/9620South African Journal of Communication Disorders, vol. 64(1): doi.org/10.4102/sajcd.v64i1.550 Copyright: 2017. The Authors.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.enClassroom acousticsSouth African educationArticleVan Reenen, C. A., & Karusseit, C. (2017). Classroom acoustics as a consideration for inclusive education in South Africa. http://hdl.handle.net/10204/9620Van Reenen, Coralie A, and C Karusseit "Classroom acoustics as a consideration for inclusive education in South Africa." (2017) http://hdl.handle.net/10204/9620Van Reenen CA, Karusseit C. Classroom acoustics as a consideration for inclusive education in South Africa. 2017; http://hdl.handle.net/10204/9620.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 -