FEATURED ARTICLE
Assistive Technology in Education DEFINING INBUILT AMPLIFICATION SYSTEMS IN EDUCATION SETTINGS Is the National Construction Code (NCC) up to date in defining what an inbuilt amplification system is and how fit out is determined and who decides? All too often when class 9b assembly buildings are constructed the audio visual installations are declared out of scope, not in the construction package or other conversation designed to avoid assessment against the requirements of D3.7 of the NCC and DDA Premises Standards. In education settings communication is mission critical for teachers and the children in terms of equal access to oral communication. With Covid all around us the issue of telecommunications for online learning or mixed on-line and classroom learning has never been so important and front of mind for all involved. People with hearing loss experience significant disadvantage if the communication systems are ineffective or non-existent. Often through too much background noise and interference and poor speech intelligibility. Which brings us to the question - is a large screen display fixed to the wall or ceiling with speakers that have volume control inbuilt amplification and how should we interpret clause D3.7 of the NCC? By the sheer fact that the visual display device, call it a TV if you like, has speakers then is inherently amplified sound and given the permanent installation then it must be captured by the scope of clause D3.7. While the NCC is relatively clear about which rooms and uses within a building that have inbuilt amplification require hearing augmentation which then setouts options for ‘an induction loop” or “a system requiring receivers or the like” it does not fully describe what the second type of system is. Traditionally, it has been interpreted to mean frequency modulated “FM” or infrared (IR) systems. However, as technology is forever evolving and as 28
1300 669 721 info@hearingloop.com.au teaching delivery methods change it is clearly evident that the NCC and Access Consultants also need to change. In a world of Bluetooth, WiFi and phone apps people can become walking receivers of information and the NCC must expand the scope of systems to embrace new technology and the importance of assistive listening systems within education settings. While you could argue that the Performance Requirement DP9 provides the scope to instruct the need to install other types of systems, the Deemed to Satisfy requirements of clause D3.7 do not suitable clarity concerning classroom solutions that interface with visual display devices with amplified sound. Clause D3.7 obviously requires expansion to specify new technology based systems, especially in education and multi-lingual environments. So where to from here; read on to learn about new assistive listening systems, research the options and arm yourself with the information for your next class 9b education project and consider how the NCC should be modified to provide better clarity.
WHY ARE ASSISTIVE LISTENING SYSTEMS IMPORTANT AND WHO BENEFITS? What hearing system and technology will benefit your situation? Whilst the answer for everyone will be individual when it comes to home and social situations, the one common factor all your children have is the ability to hear and process information in the classroom. With the ever-evolving technology in hearing devices it is hard to keep on top of what devices are best and what technology will benefit your child at school. As we see the introduction of Bluetooth™ into more and more hearing aids and the ability of direct connectivity to mobile devices and tablets, we tend to forget about the conversation over distance and noise. While it is great to be able to give access to mobiles and tablets in a social situation this does not necessarily assist in classroom as much as other remote microphone technologies and access to
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