Experiencing a Reduction In Classroom Auditory Distractions for Students With and Without Disabilities: A Phenomenological Inquiry
Curriculum, Instruction, and Special Education
Since the early part of the 20th century, researchers in the fields of cognitive psychology and education have studied the ill-effect of noise on the social, physiological, and psychological aspects of the human psyche. In order for academic progress to take place, it is important for all teachers to select instructional methods and accommodations that address the varied needs represented in the classroom. The present phenomenological inquiry study explored the effect of a noise-reducing test accommodation on a reading comprehension assessment for 24 elementary students with and without disabilities. Eighteen classrooms in a total of two elementary schools in South Carolina were chosen to participate in this study and a purposive student sample (n = 24) was selected for interviews. Six themes emerged from the data: (a) increased reading comprehension, (b) reduced distractions, (c) increased comprehension, (d) a sense of calmness, (e) personal enjoyment, and (f) a different feeling. The results indicated that students who used noise reducing headphones, while taking a reading comprehension test, experienced a mutual appreciation and shared positive thoughts regarding reduced distractions and increased concentration.
Journal of Ethnographic & Qualitative Research
Smith, G. W.,
Classen, A. I.
(2018). Experiencing a Reduction In Classroom Auditory Distractions for Students With and Without Disabilities: A Phenomenological Inquiry. Journal of Ethnographic & Qualitative Research, 12(4), 294-305.
Available at: https://aquila.usm.edu/fac_pubs/16748