A 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. A 青少年儿童的听力障碍或其他听觉功能损伤，对于他们的语言及沟通发展有重大影响，会对他们在校的学习能力产生不利影响。 This is likely to have major consequences for the individual and the population as a whole. 这对个人以及整体而言都可能产生重大影响。 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. 新西兰卫生部根据20 多年的研究发现，该国有6%—10％的儿童正遭受听力损伤的困扰。

B A preliminary study in New Zealand has shown that classroom noise presents a major concern for teachers and pupils. B 一份新西兰的初步研究表明，教室噪音是教师和学生最关心的问题。 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. 现代教学方法、在课堂上布置桌椅、糟糕的教室音响设备和机械通风装置（比如空调机组）都阻碍孩子们理解老师的授课内容。 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. 教育研究人员Nelson 和Soli 也表示，当代的学习趋势往往涉及大脑和工具的多元互动，一如个人的信息量储备。 This all amounts to heightened activity and noise levels, which have the potential to be particularly serious for children experiencing auditory function deficit. 这一切都会增加高强度活动和噪音等级，这很有可能对那些饱受听觉功能损伤的孩子造成更为严重的影响。 Noise in classrooms can only exacerbate their difficulty in comprehending and processing verbal communication with other children and instructions from the teacher. 教室里的噪音只会加剧他们与其他孩子语言交流及理解老师指导方面的困难。

C Children with auditory function deficit are potentially failing to learn to their maximum potential because of noise levels generated in classrooms. C 有听觉功能损伤的儿童很有可能因为课堂上产生的噪音指数而难以发挥自己最大的潜能。 The effects of noise on the ability of children to learn effectively in typical classroom environments are now the subject of increasing concern. 现在，噪音对孩子在传统教室环境中有效学习的能力影响，越来越受到关注。 The International Institute of Noise Control Engineering (WNCE), 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. 在世界卫生组织的建议下，国际噪声控制工程学会（I-INCE）成立了一个国际工作小组，评估校舍的噪声和混响控制。新西兰是这个小组中的一员。

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. D 教室噪音的不利影响不局限于残障儿童，那些患有语音处理和口头沟通障碍的儿童也极易受到影响。 The auditory function deficits in question include hearing impairment, autistic spectrum disorders (ASD) and attention deficit disorders (ADD/ADHD). 涉及的听觉功能缺陷问题包括听力障碍、自闭症谱系障碍（ASD）和注意力缺陷障碍（ADD / ADHD）。

E Autism is considered a neurological and genetic life-long disorder that causes discrepancies in the way information is processed. E 自闭症被认为是一种神经系统和遗传终身性疾病，这导致患者处理信息的方式出现差异。 This disorder is characterised by interlinking problems with social imagination, social communication and social interaction. 这种疾病反映于患者在社会想象、社会沟通和社会交往中的交错问题。 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. 根据Janzen 所说，这会影响理解及与人交往的特定方式能力、理解环境中事件和物体的能力及理解或应对感官刺激的能力。 Autism does not allow learning or thinking in the same ways as in children who are developing normally. 自闭症让孩子不能以正常儿童的方式学习或思考， Autistic spectrum disorders often result in major difficulties in comprehending verbal information and speech processing. 自闭症谱系障碍主要是会造成理解口头信息和语音处理的困难。 Those experiencing these disorders often find sounds such as crowd noise and the noise generated by machinery painful and distressing. 患有这些疾病的人往往觉得声音极其刺耳而痛苦，比如人群的嘈杂声和机械所产生的噪声。 This is difficult to scientifically quantify as such extra-sensory stimuli vary greatly from one autistic individual to another. 我们很难科学地量化这种痛苦，因为每个自闭症患者对这些额外感官刺激的反应差别很大。 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. 但是一个在教室或令人不开心的学习场所发现任何噪音的孩子，都有可能在处理信息的能力上受到不利影响。

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. F 注意力缺陷障碍是指示性的神经系统和遗传性紊乱，表现为难以保持注意力和精力、持久性差、组织能力和自我控制能力弱。 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. 患有这些疾病的儿童很难剔除出次要信息，会留心周遭一切的环境，而不是专注于某个单一的活动。 Background noise in the classroom becomes a major distraction, which can affect their ability to concentrate. 课堂上的背景噪音是他们分心的主要因素，这会影响他们集中精力的能力。

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. G 在面对高强度的背景噪音时，患有听觉功能损伤的孩子往往很难分离和处理语言及沟通。 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. 这些噪音强度来自穿透教室的外部活动、教学活动及其他内部噪声，这些噪音会被房间混响所加剧。 Strategies are needed to obtain the optimum classroom construction and perhaps a change in classroom culture and methods of teaching. 获得最佳的教室结构和课堂文化及教学方法的转变成为了当务之急。 In particular, the effects of noisy classrooms and activities on those experiencing disabilities in the form of auditory function deficit need thorough investigation. 尤其是嘈杂的教室和活动对于那些听觉功能损伤者的影响，需要彻底的调查。 It is probable that many undiagnosed children exist in the education system with 'invisible’ disabilities. 那些有隐性残疾但尚未确诊的孩子很有可能存在于教育系统中， Their needs are less likely to be met than those of children with known disabilities. 他们的需求相比那些患有已知残疾的孩子，更难满足需求。

H The New Zealand Government has developed a New Zealand Disability Strategy and has embarked on a wide-ranging consultation process. H 新西兰政府已经部署了一项新西兰残疾战略，并开始了广泛的协商。 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. 该战略认识到，遭遇残疾的人们在诸多方面都很难获得高质量的生活，比如生活意志、教育、就业和享受服务。 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. 新西兰残疾战略的3 号目标是通过改善教育“为残疾人提供最好的教育”，使所有儿童、青年学生和成年学生在本地学校学习和发展的机会均等。 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. 对于成功的教育，学习环境是极其重要的，所以任何改善这种环境的努力都会对所有儿童大有裨益，尤其是对那些听觉功能障碍的人。

I A number of countries are already in the process of formulating their own standards for the control and reduction of classroom noise. I 一些国家已经着手制定各自控制和减少课堂噪音的标准。 New Zealand will probably follow their example. 新西兰可能会效仿这些国家。 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. 迄今为止，对校舍噪音的研究似乎只关注了噪音对于全体学生、教师及听力受损者的影响， Only limited attention appears to have been given to those students experiencing the other disabilities involving auditory function deficit. 而对那些患有其他残疾而又有听觉功能损伤学生的关注则少之又少。 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. 至关重要的是，这些儿童的需求已经囊括于将在后续公布的适当的国际标准中。