雅思真题阅读全文解析 - Hearing loss （视频讲解）
2024-07-18 17:18
澳大利亚
雅思真题：The Impact of Hearing Loss on Young ChildrenReading Passage 1 has nine sections, A-l.Which section contains the following information?Write the correct letter A-l in boxes 1-6 on your answer sheet.1.an account of a national policy initiative2.a description of a global team effort3.a hypothesis as to one reason behind the growth in classroom noise4.a demand for suitable worldwide regulations5.a list of medical conditions which place some children more at risk from noise than other6.the estimated proportion of children in New Zealand with auditory problemsAnswer the questions below.Choose NO MORE THAN TWO WORDS AND/OR A NUMBER from the passage for each answer.Write your answers in boxes 7-10 on your answer sheet.7 For what period of time has hearing loss in schoolchildren been studied in New Zealand?8 In addition to machinery noise, what other type of noise can upset children with autism?9 What term is used to describe the hearing problems of schoolchildren which have not been diagnosed?10 What part of the New Zealand Disability Strategy aims to give schoolchildren equal opportunity?Write the correct letters in boxes 11 and 12 on your answer sheet.11 - 12 The list below includes factors contributing to classroom noise.Which TWO are mentioned by the writer of the passage?A current teaching methodsChoose the correct letter A, B, C or D.Write your answers in boxes 13 on your answer sheet.13 What is the writer's overall purpose in writing this article?A to compare different methods of dealing with auditory problemsB to provide solutions for overly noisy learning environmentsC to increase awareness of the situation of children with auditory problemsD to promote New Zealand as a model for other countries to followThe Impact of Hearing Loss on Young ChildrenA Hearing impairment or other auditory function deficit in young children
can have a major impact on their development of speech and communication,
resulting in a detrimental effect on their ability to learn at school. This is
likely to have major consequences for the individual and the population as a
whole. The New Zealand Ministry of Health has found from research carried out
over two decades that 6-10% of children in that country are affected by hearing
loss.B A
preliminary study in New Zealand has shown that classroom noise presents a
major concern for teachers and pupils. Modern teaching practices, the
organisation of desks in the classroom, poor classroom acoustics, and
mechanical means of ventilation such as air-conditioning units all contribute
to the number of children unable to comprehend the teacher's voice. Education
researchers Nelson and Soli have also suggested that recent trends in learning
often involve collaborative interaction of multiple minds and tools as much as
individual possession of information. This all amounts to heightened activity
and noise levels, which have the potential to be particularly serious for
children experiencing auditory function deficit. Noise in classrooms can only
exacerbate their difficulty in comprehending and processing verbal
communication with other children and instructions from the teacher.C Children with auditory function deficit are potentially failing to learn
to their maximum potential because of noise levels generated in classrooms. The
effects of noise on the ability of children to learn effectively in typical
classroom environments are now the subject of increasing concern. The
International Institute of Noise Control Engineering (l-INCE), on the advice of
the World Health Organization, has established an international working party,
which includes New Zealand, to evaluate noise and reverberation control for
school rooms.D While the detrimental effects of noise in classroom situations are not
limited to children experiencing disability, those with a disability that
affects their processing of speech and verbal communication could be extremely
vulnerable. The auditory function deficits in question include hearing
impairment, autistic spectrum disorders (ASD) and attention deficit disorders
(ADD/ADHD).E Autism is considered a neurological and genetic life-long disorder that
causes discrepancies in the way information is processed. This disorder is
characterised by interlinking problems with social imagination, social
communication and social interaction. According to Janzen, this affects the
ability to understand and relate in typical ways to people, understand events
and objects in the environment, and understand or respond to sensory stimuli.
Autism does not allow learning or thinking in the same ways as in children who
are developing normally. Autistic spectrum disorders often result in major
difficulties in comprehending verbal information and speech processing. Those
experiencing these disorders often find sounds such as crowd noise and the
noise generated by machinery painful and distressing. This is difficult to
scientifically quantify as such extra-sensory stimuli 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
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