Introduction
The dedication to enhancing the integration of learners with disabilities has made it possible for assistive technology (AT) to permeate the educational system. Using audio players and recorders, reading materials, FM listening systems, writing assistance, and graphic organizers, early childhood inclusive preschool settings may enhance the development of language, literacy, and communication abilities. In this regard, the FM listening device is an essential resource for guaranteeing that students with hearing impairments are helped to effectively develop communication skills in the K–3 inclusive classrooms (Takala & Sume, 2018). Therefore, assistive technology can only improve educational achievements if utilized systematically, incorporated within a standardized method, and adapted to individual learners’ requirements.
K-3 Learning Setting
The cornerstone of education policy is the concept that all children belong and are cherished members of their neighborhood communities and schools. Inclusive education fosters equality through respect for difference. Hence, a K-3 classroom setting of about 20 pupils would be ideal for feasible operations as it will avoid communication disruptions during FM device operations. This is because the hearing aid by FM requires a noise-free environment. Moreover, the setting will ensure every learner has enough personal space to limit disruptions from other pupils during instructions. At the same time, the in-between gaps within the classroom setting will further ensure that the instructor operates and assists every learner with the devices.
FM Illustration as an Assistive Technology
From the above picture, FM systems are Assistive Listening equipment that links a sound stream to the audio decoder of a hearing aid or cochlear implant. It is referred to as an “FM” system since it is a miniature FM radio station. The characteristics of transmitters and receivers differ by manufacturer. For example, others include manual controllers with a tiny display for menu options to establish the radio frequency between the receiver and the transmitter. The screen may additionally indicate the microphone’s battery capacity, wavelength channel and orientation. The sender and listener both tune to a unique radio frequency to communicate without interference from other wireless signals, such as those from a telephone or WiFi connection.
FM as a Device
FM is a frequency-modulated technology that may be used in schools to assist students with hearing impairments or difficulties focusing in class. The devices are wireless hearing accessories that increase the effectiveness of hearing devices, cochlear implants, and those with hearing loss who do not utilize hearing aids, especially across the range and in loud surroundings (Mehrkian et al., 2019). According to Reynolds and Werfel (2022), they allow sound to be received closer to the instructor, directly linked to a sound supplier and relayed to a person, enhancing speech or sound quality and reducing background noise. Moreover, technology is in crucial enhancing one’s ability to hear and comprehend others in the classroom.
Benefits of FM to Children with Development Delays
In a noisy area, the FM system will assist lower the signal-to-noise ratio. This will assist learners to better recognize and comprehend speech in loud surroundings up to 50 feet away, giving a better understanding of information in the classroom setting. Furthermore, pupils will be capable of hearing the teacher’s instructions when they are addressed directly into the microphone and placed in their ears, enabling them to appreciate and engage in classroom interactions. The FM system will deliver the voice ear threshold to the child’s hearing aids or headset, preventing the instructor from having to elevate their voice; hence, it will ensure seamless communication that will equate to better development of pupils (Miranda & Brazorotto, 2018). Thus, promoting an all-inclusive learning environment ideal for all pupils.
Implementing FM in Classroom
With enough preparation and experience, all classes may use FM systems. For instance, instructors may begin by dissecting their procedures and finding the periods when they are the primary communicators and want pupils to hear every word. Additionally, they might pinpoint instances in which they mix the position of the main speaker with learners (Erbas, 2022). This is an excellent opportunity to practice device accountability sharing by handing the microphone to each individual who speaks. Educators may then examine the rest of their programs to determine how to administer the technology within a small group and individual work periods. During these instances, if there is no main speaker, it may be acceptable to mute or switch off the system.
Challenges of FM in Classroom
During FM functioning, the input levels to the FM microphone at the assisted threshold will typically be fairly low if the technology is used. These reduced unit levels are not indicative of the talker’s voice accessing the FM microphone throughout the actual operation of an FM system. These source intensity discrepancies and the fact that most FM microphone transmitters feature input distortion make it challenging to comprehend the assisted audio field threshold limit. Therefore, to effectively employ FM in the classroom, I would seek assistance from library resources on related books and magazines that provide an idea of how the devices work. Moreover, I would seek aid from internet sources such as YouTube, where videos of practical presentations using FM are shown. In this regard, this will help me in acquiring the required knowledge about the accessory.
Conclusion
In education, children with impairments confront several obstacles that hinder their learning and performance in various classroom tasks. These pupils must receive the same opportunity as their classmates to engage in society. For learners with hearing difficulties, FM technology is the most effective method for enhancing speech comprehension in challenging listening environments. FM systems function in conjunction with a child’s earplugs by adding a wireless microphone that may be positioned considerably closer to the speaker.
References
Erbas, E. (2022). Strategies that teachers use to support the inclusion of students who are deaf and hard of hearing (Master Thesis, Indiana University). IUScholarWorks. Web.
Frequency Modulation (FM) Systems | Canadian Hard of Hearing Association | Sudbury, ON. (2021). Canadian Hard of Hearing Association – Sudbury Branch. Web.
Mehrkian, S., Bayat, Z., Javanbakht, M., Emamdjomeh, H., & Bakhshi, E. (2019). Effect of wireless remote microphone application on speech discrimination in noise in children with cochlear implants. International Journal of Pediatric Otorhinolaryngology, 125, 192–195. Web.
Miranda, E. S., & Brazorotto, J. S. (2018). Facilitators and barriers for the use of the FM System in school-age children with hearing loss. Revista CEFAC, 20(5), 583–594. Web.
Reynolds, G., & Werfel, K. (2022). Impact of FM system use on acquisition of phonological awareness skills for children at risk of Dyslexia: A preliminary classroom study. American Journal of Speech-Language Pathology, 31(5), 2078-2091. Web.
Takala, M., & Sume, H. (2018). Hearing-impaired pupils in mainstream education in Finland: teachers’ experiences of inclusion and support. European Journal of Special Needs Education, 33(1) 134-147. Web.