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.
Highlights
South Africa (SA) supports a policy of inclusive schooling, striving to accommodate all children, including those with disabilities, in mainstream schools
While it is understood that the policy stemmed from a need to redress historical political exclusions, the guidelines and regulations flowing from the policy do not fully acknowledge the wide range of disabilities found among children of school-going age
This study undertook a systematic review of the literature on the effect of noise on learning and the ideal listening conditions with reference to the national policy for inclusive education and existing acoustic guidelines, regulations and standards in SA
Summary
South Africa (SA) supports a policy of inclusive schooling, striving to accommodate all children, including those with disabilities, in mainstream schools To this end, the National Department of Education promotes the adoption of barrier-free access to schools for all (Education White Paper 6, 2001). Inclusive education can broadly be interpreted to mean that all children must have access to education in the least restrictive environment possible, whether in a special or mainstream school. 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
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