| ORIGINAL ARTICLE |
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| Year : 2019 | Volume
: 21
| Issue : 99 | Page : 83--95 |
Profiling indian classroom listening conditions in schools for children with hearing impairment
Gomathi Saravanan1, Heramba G Selvarajan2, Bradley McPherson3
1 Department of Otorhinolaryngology, Chengalpattu Medical College & Hospital, Chengalpattu, Tamil Nadu, India
2 Department of Speech, Language & Hearing Sciences, Sri Ramachandra Institute of Higher Education and Research (DU), Chennai, Tamil Nadu, India
3 Division of Speech and Hearing Sciences, The University of Hong Kong, Hong Kong, China
Correspondence Address:
Heramba G Selvarajan
Department of Speech, Language & Hearing Sciences, Sri Ramachandra Institute of Higher Education and Research (DU), Porur, Chennai 600116, Tamil Nadu
India
 Source of Support: None, Conflict of Interest: None  | Check |
DOI: 10.4103/nah.NAH_15_19
Introduction: An optimal classroom acoustic environment is essential for children with hearing impairment to achieve academic success. The aim of the present study is to provide an overview of classroom listening conditions in schools for children with hearing impairment in a developing country context. Materials and Methods: Noise levels were measured in 37 classrooms from four schools in Chennai, India. Teacher speech levels were measured to obtain classroom speech to noise ratio (SNR) data. The reverberation time was estimated for each classroom. Results: The mean noise level and reverberation time in all classrooms exceeded recommended maximum levels. The measured SNRs were not optimal for children with hearing impairment. Observations of the classrooms revealed that acoustical treatments were inadequate. Conclusion: The results indicated that Indian schools for children with hearing impairment should take steps to improve classroom listening environments. Possible solutions that may alleviate suboptimal classroom sound environments are discussed.
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