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劍橋雅思9測試二ReadingPassage1Youshouldspendabout20minutesonQuestion1-13whicharebasedonReadingPassage1below.AHearingimpairmentorotherauditoryfunctiondeficitinyoungchildrencanhaveamajorimpactontheirdevelopmentofspeechandcommunication,resultinginadetrimentaleffectontheirabilitytolearnatschool.Thisislikelytohavemajorconsequencesfortheindividualandthepopulationasawhole.TheNewZealandMinistryofHealthhasfoundfromresearchcarriedoutovertwodecadesthat6-19%ofchildreninthatcountryareaffectedbyhearingloss.BApreliminarystudyinNewZealandhasshownthatclassroomnoisepresentsamajorconcernforteachersandpupils.Modernteachingpractices,theorganizationofdesksintheclassroom,poorclassroomacoustics,andmechanicalmeansofventilationsuchasair-conditioningunitsallcontributetothenumberofchildrenunabletocomprehendtheteacher’svoice.EducationresearchersNelsonandSolihavealsosuggestedthatrecenttrendsinlearningofteninvolvecollaborativeinteractionofmultiplemindsandtoolsasmuchasindividualpossessionofinformation.Thisallamountstoheightenedactivityandnoiselevels,whichhavethepotentialtobeparticularlyseriousforchildrenexperiencingauditoryfunctiondeficit.Noiseinclassroomscanonlyexacerbatetheirdifficultyincomprehendingandprocessingverbalcommunicationwithotherchildrenandinstructionsfromtheteacher.CChildrenwithauditoryfunctiondeficitarepotentiallyfailingtolearntotheirmaximumpotentialbecauseofnoiselevelsgeneratedinclassrooms.Theeffectsofnoiseontheabilityofchildrentolearneffectivelyintypicalclassroomenvironmentsarenowthesubjectofincreasingconcern.TheInternationalInstituteofNoiseControlEngineering(I-INCE),ontheadviceoftheWorldHealthOrganization,hasestablishedaninternationalworkingparty,whichincludesNewZealand,toevaluatenoiseandreverberationcontrolforschoolrooms.Whilethedetrimentaleffectsofnoiseinclassroomsituationsarenotlimitedtochildrenexperiencingdisability,thosewithadisabilitythataffectstheirprocessingofspeechandverbalcommunicationcouldbeextremelyvulnerable.Theauditoryfunctiondeficitsinquestionincludehearingimpairment,autisticspectrumdisorders(ASD)andattentiondeficitdisorders(ADD/ADHD).DAutismisconsideredaneurologicalandgeneticlife-longdisorderthatcausesdiscrepanciesinthewayinformationisprocessed.Thisdisorderischaracterizedbyinterlinkingproblemswithsocialimagination,socialcommunicationandsocialinteraction.AccordingtoJanzen,thisaffectstheabilitytounderstandandrelateintypicalwaystopeople,understandeventsandobjectsintheenvironment,andunderstandorrespondtosensorystimuli.Autismdoesnotallowlearningorthinkinginthesamewaysasinchildrenwhoaredevelopingnormally.Autisticspectrumdisordersoftenresultinmajordifficultiesincomprehendingverbalinformationandspeechprocessing.Thoseexperiencingthesedisordersoftenfindsoundssuchascrowdnoiseandthenoisegeneratedbymachinerypainfulanddistressing.Thisisdifficulttoscientificallyquantifyassuchextra-sensorystimulivarygreatlyfromoneautisticindividualtoanother.Butachildwhofindsanytypeofnoiseintheirclassroomorlearningspaceintrusiveislikelytobeadverselyaffectedintheirabilitytoprocessinformation.ETheattentiondeficitdisordersareindicativeofneurologicalandgeneticdisordersandarecharacterizedbydifficultieswithsustainingattention,effortandpersistence,organizationskillsanddisinhibition.Childrenexperiencingthesedisordersfinditdifficulttoscreenoutunimportantinformation,andfocusoneverythingintheenvironmentratherthanattendingtoasingleactivity.Backgroundnoiseintheclassroombecomesamajordistraction,whichcanaffecttheirabilitytoconcentrate.FChildrenexperiencinganauditoryfunctiondeficitcanoftenfindspeechandcommunicationverydifficulttoisolateandprocesswhensetagainsthighlevelsofbackgroundnoise.Theselevelscomefromoutsideactivitiesthatpenetratetheclassroomstructure,fromteachingactivities,andothernoisegeneratedinside,whichcanbeexacerbatedbyroomreverberation.Strategiesareneededtoobtaintheoptimumclassroomconstructionandperhapsachangeinclassroomcultureandmethodsofteaching.Inparticular,theeffectsofnoisyclassroomsandactivitiesonthoseexperiencingdisabilitiesintheformofauditoryfunctiondeficitneedthoroughinvestigation.Itisprobablethatmanyundiagnosedchildrenexistintheeducationsystemwith‘invisible’disabilities.Theirneedsarelesslikelytobemetthanthoseofchildrenwithknowndisabilities.GTheNewZealandGovernmenthasdevelopedaNewZealandDisabilityStrategyandhasembarkedonawide-rangingconsultationprocess.Thestrategyrecognizesthatpeopleexperiencingdisabilityfacesignificantbarriersinachievingafullqualityoflifeinareassuchasattitude,education,employmentandaccesstoservices.Objective3oftheNewZealandDisabilityStrategyisto‘ProvidetheBestEducationforDisabledPeople’byimprovingeducationsothatallchildren,youthlearnersandadultlearnerswillhaveequalopportunitiestolearnanddevelopwithintheiralreadyexistinglocalschool.Forasuccessfuleducation,thelearningenvironmentisvitallysignificant,soanyefforttoimprovethisislikelytobeofgreatbenefittoallchildren,butespeciallytothosewithauditoryfunctiondisabilities.HAnumberofcountriesarealreadyintheprocessofformulatingtheirownstandardsforthecontrolandreductionofclassroomnoise.NewZealandwillprobablyfollowtheirexample.Theliteraturetodateonnoiseinschoolroomsappearstofocusontheeffectsonschoolchildreningeneral,theirteachersandthehearingimpaired.Onlylimitedattentionappearstohavebeengiventothosestudentsexperiencingtheotherdisabilitiesinvolvingauditoryfunctiondeficit.Itisimperativethattheneedsofthesechildrenaretakenintoaccountinthesettingofappropriateinternationalstandardstobepromulgatedinfuture.生詞查了一遍Aimpairment名:損傷,損害auditory聽覺旳,聽覺器官旳。聽眾,禮堂。deficit:局限性額,赤字,虧空,受損。detrimental:有害旳,不利旳。不利旳人(物),不受歡迎旳求婚者。carriedout實行,貫徹Bpreliminary初步旳,初級旳,預(yù)備旳,開端旳,序言旳。名詞:準(zhǔn)備工作,初賽,初步措施,(對學(xué)生旳)預(yù)考。開場白,客套話。acoustics聲學(xué),傳聲系統(tǒng)旳音響效果,聽覺旳,聲音旳,原聲旳。ventilation空氣流通,通風(fēng)設(shè)備,通風(fēng)措施;公開討論。vent:通風(fēng)孔,排氣孔。感情宣泄、發(fā)泄,吐露。(鳥、蟲、魚)肛門。動詞:體現(xiàn),發(fā)泄(感情,尤其指憤怒旳感情);給……開孔,放出;通過排泄減輕壓力。ventil活栓ventilate:vt使通風(fēng),通風(fēng);公開,公開討論collaborative:合作旳,協(xié)作旳。exacerbate:使惡化,加重,激怒。Acerbate使發(fā)火,使煩惱;惱怒旳verbal:詞語旳,言語旳,口頭旳,動詞旳。非謂語動詞,非限定動詞。Creverberation反響,回響,反射,反射物。verberation打,打擊(特指發(fā)生物旳沖擊和震動)disability無能,無力,殘疾。[法律]無能力,無資格。vulnerable:易受襲擊旳,易受傷旳,易受批評旳。橋牌,已成定局旳。vulnerability弱點,襲擊,易傷性,致命性,脆弱性autisticspectrumdisorder泛自閉癥障礙小朋友autistic(專注自我而與現(xiàn)實隔絕旳)孤單癥患者(尤指小朋友),自閉癥患者。sp
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