SynthesisThe South African journal of communication disorders = Die Suid-Afrikaanse tydskrif vir Kommunikasieafwykings2017
Classroom acoustics as a consideration for inclusive education in South Africa.
Synthesis in The South African journal of communication disorders = Die Suid-Afrikaanse tydskrif vir Kommunikasieafwykings, 2017. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
2 citing papers in PubMed.
- Time Delay and Frequency Analysis of Remote Microphones.Audiology research · 2025Article
- Noise and Health: Review.Indian journal of otolaryngology and head and neck surgery : official publication of the Association of Otolaryngologists of India · 2022Article
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2 authors.
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Abstract
backgroundIt 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.
objectivesThe 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.
methodThis research was conducted as a systematic review with reference to the South African context. Local and international research and guidelines were used as references, providing an overview and evaluation of data concerning noise and learning.
resultsNoise is disadvantageous for learners, particularly those with sensory, language or learning impairments. Research and international guidelines show that the ideal ambient level is 30 dBA - 35 dBA, allowing the achievement of an ideal signal-to-noise ratio (SNR) of +15 dB, and the ideal reverberation time is 0.4 s - 0.6 s. Various South African regulations discussed are inconsistent regarding ambient noise level (ranging from 35 dBA - 50 dBA) and say little about reverberation time for classrooms.
conclusionSouth African regulations regarding classroom acoustics require revision to ensure inclusion of all learners with disabilities. The current status does not enforce barrier-free environments in mainstream schools for children with sensory, language or learning impairments.
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