Hearing Augmentation and Inclusion in the Classroom

by Lynda Wilem ACAA Accredited Access Consultant Philip Chun Accessibility

Lynda is an associate at Philip Chun Accessibility. She is an ACAA accredited member and architect with over 20 years experience gained at Philip Chun and the University sector. Lynda spoke with Deaf Children Australia and Word of Mouth Technology about hearing augmentation and inclusion.

Deaf Children Australia was founded in Melbourne in 1862 by Frederick John (FJ) Rose who was a pioneer and trailblazer of education for the Deaf in Victoria and Australia wide. To this day, Deaf Children Australia continues the legacy of FJ Rose and works to provide support, resources and advocacy to children and young people who are deaf or hard of hearing and to their families.

Lynda spoke with Noel, Property Manager at Deaf Children Australia about how building infrastructure and technology can support the education of children who are deaf or hard of hearing.

We spoke about how the Building Code of Australia (BCA Part D3.7) requires hearing augmentation to be provided in schools (i.e. Class 9b buildings) where there is an inbuilt amplification system provided. Whilst a building code compliant hearing augmentation system may either be an induction loop system or a system utilising receivers, there is there is little guidance in the BCA on the pros and cons of the different systems in different settings.

Whilst hearing aids can assist people with communication, on their own, they can be insufficient for clear reception and hearing in public spaces, even when public address and amplification systems are provided. The provision a hearing augmentation system, in conjunction with the public address or amplification system, will assist users with hearing aids and cochlear implants, in clearer reception and hearing.

INDUCTION OR HEARING LOOP SYSTEMS

An induction, or hearing loop system, is a coil of wire is placed around the room forming an induction loop. The induction loop works with the microphone and amplifier to send sound from a amplifier directly to a user’s hearing aid (when they have turned on their T-switch). Whilst hearing loop systems are designed to reduce background noise and other unwanted auditory stimulus, Noel noted that in real life applications, the operation of induction hearing loop systems can be imperfect in picking up interference from other electrical sources which can be distracting and disconcerting for users. This points to the issue that for hearing loop systems to work well, they need to be properly designed and installed and avoid interference (such as from lights, electronic equipment or electric and magnetic fields, steel in buildings or surrounds).

Lynda also spoke with Andrew Wills from Word of Mouth Technology. Word of Mouth is a leading provider of hearing augmentation and assistive technologies in Melbourne.

The feedback from Andrew was that hearing loops should not be installed in teaching and learning spaces because as they are of no use in the classroom, as children who are hard of hearing will be provided with a wireless microphone, rather than a hearing aid with T-switch.

RECEIVER SYSTEMS

An alternative to induction hearing loop systems are receiver systems which may utliise radio waves (i.e. FM or RF radio waves) or InfraRed (IR) system. Receiver systems are made up of transmitters or emitters which are connected to the sound system output. Users wear either a neck loop or headphones which receive the signal sound from the sound system via the transmitters or emitters. The FM and IR systems can be used by people with or without hearing aids, and, they can also be used by people who have hearing aids, either with or without the telecoil or ‘T-switch.’

Noel suggested that, radio wave (FM / RF) and Bluetooth type systems are preferred as they provide a clearer, cleaner sound for users, and as they can also be used either with or without the neck loop/headset (if the user has a Telecoil hearing aid) and they provide more flexibility in use.

However, inherent to the use of receiver systems are ongoing operational issues. Receiver systems need to be appropriately managed and maintained. Schools (or any facilities) need to have sufficient numbers of receivers and additionally the batteries in the receivers need to be charged after each use. Teachers and staff also need to be trained in the use of the system installed and this training needs to be ongoing.

As Noel points out, too often receiver systems in schools (or other public buildings) are not operational. For example, receivers get lost, batteries run flat or staff who know how the operate the system may leave. The remaining or new school staff may not understand how to operate the hearing augmentation system. This type of system is not a set and forget system, it requires ongoing maintenance and operational support.

Some of the pros and cons of the systems are:

Hearing Loop/Induction Systems

PROs

• ease of use for users (i.e. don’t have to locate or operate receivers), users do not have to do anything different or extra from others using the space

• low maintenance/ongoing operational requirements

• connects to the building’s audio system

• if well designed and installed, they are better for large community and public spaces (e.g. community halls, theatres, cinemas, outdoor public realm areas with AV/media systems)

CONs

• may pickup unwanted sound which is distracting for users (if not properly installed)

• requires building works to install

• may be difficult to install in some locations (e.g. stepped theatres, it is generally installed under the flooring, steel in buildings can interfere with the operation of the system)

• privacy (sound may spill into adjacent rooms or spaces)

• users require a telecoil or T-switch on their hearing aid to access the loop directly.

Receiver Systems:

PROs

• provides a clearer, cleaner sound for users

• can be used by people with or without hearing aids

• flexibility in use (can be used with or without receivers, and there are two options for receivers, i.e. neck loops or headphones)

• connects to the building’s audio system

• ease of installation

• IR systems offer maximum privacy (only recommended for use where confidentiality is required, for example, in the court system)

CONs

• requires the use of receivers

• ongoing maintenance/operational issues associated with receivers

• as IR systems are based on a line-of-sight system any disruption or blockage of the signal may disrupt the sound (for example, in a theatre or hall, if a user in the audience turns to speak with someone the sound can be disrupted) (and are not generally considered suitable unless required for confidentiality)

SOUNDFIELD SYSTEMS

So what about sound-field systems? Soundfield systems are often provided to classrooms these days. They comprise a touch screen microphone transmitter and loudspeakers (generally two per classroom). The wireless microphone is light and can be worn by the teacher on a lanyard. The speakers are also lightweight and can be portable or wall mounted.

The function of the system is to concentrate and amplify the voice of the speaker (i.e. the teacher) and to distribute it evenly throughout the room. The system is designed to amplify and improve the clarity of the teacher and reduce focus on background noise or chatter. The system can benefit the concentration of all students, as well as reducing voice strain for teachers.

The system also integrates into the classroom’s AV system, and, portable microphones passed around in class allow for hard of hearing students to hear their classmates.

So is this a good system for the classroom? Noel’s feedback was that the flexibility of the system makes it a good choice for the classroom and it is best practice to use this type of system, in classrooms.

Lynda asked, given the portability and flexibility of the sound-field systems, as access consultants we are sometimes asked on school projects if the number of systems can be reduced to only portion of classrooms and the systems be moved around as required.

Noel’s response was 'no' to this. If a classroom hearing augmentation system is a portable one, it becomes inconvenient, impracticable and problematic to move the system between classes. Noel’s feedback was that every classroom should have an appropriate hearing augmentation system provided and setup and ready to go. Schools should be providing hearing augmentation to all areas and not relying on portable systems, which does not achieve equitable access and excludes some students. A departure from building code requirements should not result in a lower level of access to technology. The experience of the deaf or hard of hearing child should be the same as the rest of their classmates, in all classrooms.

MINIMUM BCA REQUIREMENTS

When speaking with Andrew from Word of Mouth, the feedback was that hearing loops, infra-red or WiFi systems should not be provided to school teaching spaces.

Additionally, the feedback was that hearing augmentation is not really of any value in school outdoor spaces or corridors. As noted earlier, hearing loops rely on children using a hearing aid with T-switch (which many children do not have) and do not adequately cater for communication from the teacher or other classmates, infra-red signals are readily disrupted (e.g. line of sight connection required) and WiFi systems are problematic in a school setting where schools have a no phones in class policy and may have unreliable/restricted WiFi networks.

This is echoed in the current Victorian School Building Authority handbook which has the following hearing augmentation requirements for public schools:

• a minimum of 2 external receivers with neck loops must be provided per campus

• a minimum of 1 transmitter must be provided for every 10 rooms that is operative with any and all aids worn by students to be used with fixed on-wall interface (where the selected system requires such an interface)

• hearing augmentation systems that require the following must not be installed in teaching spaces – WiFi primary transmission, induction loops in ceilings or underfloor coverings, infrared systems (noting that infrared sound field is permissible subject to the above criteria)

Andrew also noted that, given the shortcomings in the BCA, with regard to guidance and requirements for suitable and fit-for-purpose hearing augmentation in school settings. A deemed-tosatisfy approach to hearing augmentation in schools is not the most appropriate solution.

Additionally, it was recommended that projects seek a calibration commissioning report for all hearing augmentation systems installed in order to confirm a properly operating system has been provided.

OTHER TECHNOLOGIES

Noel spoke about how technology has been a game changer in the deaf community and a great equaliser, both inside and outside of the classroom. Students with hearing loss can utliise assistive technology (such as hearing aids) and hearing augmentation to support learning and participation in the classroom.

There are now a vast array of technologies which can assist users, whether it be in the home, at school or at work, social/recreational activities, or on public transport.

Train stations are now provided with hearing augmentation to meet DSAPT (Disability Standards for Accessible Public Transport) requirements. At home you can use a device to connect the television directly to your hearing aid, or use a landline phone with captions. Mobile and smart phones can connect directly via Bluetooth to a person’s hearing aid and iPhones are provided with accessibility features such as Live Listen to assist users to listen to conversations more clearly.

Skype, texting and captioning support social communications. In healthcare settings, clinicians who are hard of hearing can utliise wireless stethoscopes via Bluetooth enabled hearing aids and cochlear implants. Portable hearing loops can be used by organisations and individuals alike to facilitate communication.

OTHER FACTORS FOR THE INCLUSION OF CHILDREN WHO ARE DEAF OR HARD OF HEARING IN THE CLASSROOM

Whilst hearing augmentation and assistive technology can support in the provision of the best access for children who are deaf or hard of hearing to education, it is not the whole answer. The communication choice should be with the person who is deaf or hard of hearing

The quality of the experience of children in the classroom is influenced by multiple factors, including: the implementation of inclusive teaching strategies by teachers and schools, training of teachers in the use and operation of hearing augmentation and assistive technology, the support and inclusion of peers and friends, not missing out on incidental communication, self-advocacy and the advocacy of families and supporters, deaf awareness of the school community, and the integration of assistive and hearing augmentation technology in school design.

Building design should also support the school’s hearing augmentation and accessibility for children who are deaf or hard of hearing more generally. Some of the factors to be considered are:

• the acoustic quality of the space, minimising reverberation and background noise (will impact on hearing generally, and, also how well hearing augmentation systems operate) (e.g. shape/geometry of the space, provision of soft surfaces, such as carpet, curtains, soft furnishings, acoustic tiles and absorbing materials, avoiding low frequency buzz from installations such as cabling, some light fittings and dimmers)

• lighting design (e.g. for lip reading) to increase clarity & decrease visual fatigue

• layout of the classroom seating (e.g. in a semicircle or U-shape, round tables)

For the classroom setting, the Ava@avascribe website has the following tips:

1. Ensure comfortable lighting

2. Reduce visual noise

3. Sit people in a semi circle

4. Only address people from in front and when you have their attention

5. Use visual supports to explain concepts

6. Provide notes and resources

7. Address the student, not the interpreter

8. Use the student’s preferred means of communication

9. Design your class with Universal Design for Learning concepts and provide multiple means of representation, expression, and engagement

10. Create a classroom culture of respect

11. Keep open lines of communication with the student

12. Ensure that students are included

In summing up, I feel that achieving accessible schools involves multiple and complex factors, covering social and cultural inclusion, teaching methods, building design and appropriate technologies. A critical understanding of the BCA – including its limitations when it comes to the hearing augmentation provisions – can assist us in working towards more accessible and inclusive outcomes in the in classroom.