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vary greatly from one autistic individual to another. But a child who finds any type of noise in their classroom
or learning space intrusive is likely to be adversely affected in their ability to process information.
F
The attention deficit disorders are indicative of neurological and genetic disorders and are characterised by
difficulties with sustaining attention, effort and persistence, organisation skills and disinhibition. Children
experiencing these disorders find it difficult to screen out unimportant information, and focus on everything in
the environment rather than attending to a single activity. Background noise in the classroom becomes a major
distraction, which can affect their ability to concentrate.
G
Children experiencing an auditory function deficit can often find speech and communication very difficult to
isolate and process when set against high levels of background noise.
These levels come from outside activities that penetrate the classroom structure, from teaching activities, and
other noise generated inside, which can be exacerbated by room reverberation. Strategies are needed to obtain
the optimum classroom construction and perhaps a change in classroom culture and methods of teaching. In
particular, the effects of noisy classrooms and activities on those experiencing disabilities in the form of
auditory function deficit need thorough investigation. It is probable that many undiagnosed children exist in
the education system with 'invisible' disabilities. Their needs are less likely to be met than those of children
with known disabilities.
H
The New Zealand Government has developed a New Zealand Disability Strategy and has embarked on a wide-
ranging consultation process. The strategy recognises that people experiencing disability face significant
barriers in achieving a full quality of life in areas such as attitude, education, employment and access to
services. Objective 3 of the New Zealand Disability Strategy is to 'Provide the Best Education for Disabled
People' by improving education so that all children, youth learners and adult learners will have equal
opportunities to learn and develop within their already existing local school. For a successful education, the
learning environment is vitally significant, so any effort to improve this is likely to be of great benefit to all
children, but especially to those with auditory function disabilities.
I
A number of countries are already in the process of formulating their own standards for the control and
reduction of classroom noise. New Zealand will probably follow their example. The literature to date on noise
in school rooms appears to focus on the effects on schoolchildren in general, their teachers and the hearing
impaired. Only limited attention appears to have been given to those students experiencing the other
disabilities involving auditory function deficit. It is imperative that the needs of these children are taken
into account in the setting of appropriate international standards to be promulgated in future.