The impact of acoustic environment on communication in classroom setting

Impactul mediului acustic asupra comunicării în sala de clasă

The impact of acoustic environment on communication in classroom setting


Past investigations demonstrated that the acoustical environment is a critical factor in communication,
regardless whether it refers to adults or children, normally developed or with different types of disabilities.
This study examines several acoustical microbarriers, such as: noise, reverberation and speaker-listener distance, and the impact of these variables on the speech perception abilities of both children with hearing loss and children with normal hearing.
From a practical standpoint, we discussed several methods for eliminating some of these communication barriers, such as improving the acoustical environment in the classroom and managing student’s behavior.
The study also presents some of the effects of the acoustical environment on the children’s academic achievement, as well as behavior when speech perception is compromised, ending with suggestions on using smart technology applications for monitoring the noise level hence the student’s behavior in the classroom.

Keywords: Semantic network, hearing impairment, vocabulary

DOI: 10.26744/rrttlc.2016.2.1.10

Published on line: 15/03/2016


American National Standard Institute (2000). Classroom Acoustics- A Resource for Creating Learning Environments with Desirable Listening Conditions,

American Speech and Hearing Language Association (2016). Classroom-Acoustics,

Arsenault, P.J. (2013). Whole System Acoustical Treatments Improving Indoor Environmental Quality, Green Schools, 3.

Chiriacescu, A. (2003). Comunicare interumană. Comunicarea în afaceri. Negociere, București: Editura ASE.

Crandell, C.C., Smaldino, J.J. (2000). Classroom Acoustics for Children with Normal Hearing and with Hearing Impairment, ASHA, Language, Speech and Hearing Services in Schools, Vol. 31, 362-370;

Crandell, C.C., Smaldino, J.J. (2000, a). Assistive Technologies for The Hearing Impaired in Sandlin, R. (2000). Textbook of Hearing Aid Amplification: Technical and Clinical Considerations (2nd ed.), San Diego, CA: Singular Press.

Jones, F. (2000).Tools for Teaching, Hong-Kong: Frederic H. Jones & Associates, Inc., 29-38.

Lieu, J.E. (2004). Speech-Language and Educational Consequences of Unilateral Hearing Loss in Children, Archives Otolaryngology Head Neck Surgery, 13, 524-530;

National Education Association (2016). Virtual Classroom Management,

Nelson, P. et al. (2004). Classroom Noise and Children Learning Through a Second Language, ASHA, Language, Speech and Hearing Services in Schools, Vol. 26, 219-229.

Neveanu, P.P., Zlate, M., Creţu, T. (1990). Psihologie, București: Editura Didactică și Pedagogică, p. 64.

Popescu, E. B., Smigelschi, M., Pana, R. (2003). Ministerul transporturilor, constructiilor și turismului, Direcția generală tehnică în construcții- “Normativ privind protecția la zgomot”, 19-24.

Sabo, L. (2015). Bariere in comunicare,

Shield, B.M., Dockrell, J.E. (2003). The Effects of Noise on Children at School: A Review, J. Building Acoustics 10(2), 97-106.

Wong, H. K., Wong, R. T. (1998). The First Days of School, Mountain View: Harry K. Wong Publications, Inc., 83-89.

World Health Organization (1999). Guidelines for Community Noise, (

Semantic networks visually adapted for children with hearing impairments

Reţelele semantice adaptate vizual pentru elevii cu dizabilitate auditivă

Semantic networks visually adapted for children with hearing impairments


Semantic networks are used in enhancing verbal and cognitive development for students, before engaging in the study of a certain topic. They can also be used as a way to summarize the content of a lesson, as a technique of making new associations or of representing new meanings. When teaching literacy to hearing impaired students the most difficult aspects are the understanding the meaning of the words, building sentences and enriching the vocabulary.

Keywords: Semantic network, hearing impairment, vocabulary


Published on line: 15/10/2015


Bloom, P. (2000). How children learn the meanings of words. Cambridge, MA: MIT Press.

Clark, E. V. (2006). Color, reference, and expertise in language acquisition. Journal of Experimental Child Psychology, 94, 339–343. disponibil la

Courtin, C. (2000). The impact of sign language on the cognitive development of deaf children: The case of theories of mind. Journal of Deaf studies and Deaf Education, 5, 266–276.

Fawzy, E. (2006). Comparing creative thinking abilities and reasoning ability of deaf and hearing children. Roeper Review, 28, 140–147.

Gleitman, L. R., Cassidy, K., Nappa, R., Papafragou, A., & Trueswell, J. C. (2005). Hard words. Language Learning and Development, 1, 23–64.

Lejeune, B., & Demanez, L. (2006). Speech discrimination and intelligibility: Outcome of deaf children fitted with hearing aids or cochlear implants. Belgian ENT, 2, 63–68.

Miclea, M. (1994). Psihologie cognitivă; Cluj-Napoca: Casa de Editură Gloria.

Pamfil, A. (2008). Limba şi literatura română în gimnaziu. Structuri didactice deschise; Piteşti: Editura Paralela 45.

Rottenberg, C. (2001). A deaf child learns to read. American Annals of the Deaf, 146, 270–275.

Schirmer, B. R. & McGough, S. M. (2005). Teaching reading to children who are deaf. Review of Educational Reasearch, 75, 83-117.