Children With Developmental Disabilities

Abstract
Because teachers manage and instruct students through verbal communication, it would seem logical that improvement of pupil's abilities to detect and attend to the teacher's speech could improve pupil performance. Using sound field amplification which increased the intensity of the teacher's voice by 10 dB, nine children who attended a primary-level class for children with developmental disabilities, made significantly fewer errors on a word identification task than they made without amplification. Observation showed the children to be more relaxed and to respond more quickly in the amplified condition.