Using Frequency Modulation System of Hearing-Impaired Students with Integrated Education
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Purpose: The purpose of this study was to investigate and analyze the use of the frequency modulation (FM) systems. The degree of speech perception in various school environment and participation in the class using the FM systems for hearing-impaired students and teachers who use the FM systems in integrated education. Methods: Questions were composed of multiple-choice statements that can check for duplicate answers and short-answer for questions developed as a mobile app and implemented by sending individual text messages. The subjects were elementary, middle, and high school eight students receiving integrated education and their eight teachers. Results: The overall opinion of using the FM systems was ‘very satisfied’ for all students, and 75% of teachers showed more satisfaction. FM systems were used in various environments, curriculum activity, experiential learning, practice, group activities, and audiovisual education through media such as TV or computer. The FM system was helpful at any distance in quiet, noisy, or reverberant environments. Using the FM system, the hearing-impaired student felt positive effects when listening to the conversation of the teacher or other friends, but felt negative effects when the teacher and other friends did not understand the speech of the hearing-impaired student. Conclusion: FM systems provided a better classroom acoustic environment for hearing-impaired students. Understanding classroom acoustics such as noise situation, signal-to-noise ratio, and reverberation time expects effective physical integration for the integrated education of hearing-impaired students.
Abstract
Purpose: The purpose of this study was to investigate and analyze the use of the frequency modulation (FM) systems. The degree of speech perception in various school environment and participation in the class using the FM systems for hearing-impaired students and teachers who use the FM systems in integrated education. Methods: Questions were composed of multiple-choice statements that can check for duplicate answers and short-answer for questions developed as a mobile app and implemented by sending individual text messages. The subjects were elementary, middle, and high school eight students receiving integrated education and their eight teachers. Results: The overall opinion of using the FM systems was ‘very satisfied’ for all students, and 75% of teachers showed more satisfaction. FM systems were used in various environments, curriculum activity, experiential learning, practice, group activities, and audiovisual education through media such as TV or computer. The FM system was helpful at any distance in quiet, noisy, or reverberant environments. Using the FM system, the hearing-impaired student felt positive effects when listening to the conversation of the teacher or other friends, but felt negative effects when the teacher and other friends did not understand the speech of the hearing-impaired student. Conclusion: FM systems provided a better classroom acoustic environment for hearing-impaired students. Understanding classroom acoustics such as noise situation, signal-to-noise ratio, and reverberation time expects effective physical integration for the integrated education of hearing-impaired students.
참고문헌 (24)
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