Pilbara Ear Health Model of Care

References Pilbara Ear Health Model of Care

How to prevent
ear infections in children

✕

Breastfeed – it will help fight off infections Avoid smoking near your children Get your children’s ears checked regularly

Parents can:
We can all
encourage kids to:

Make sure kids get all their vaccinations Blow their nose

Wash their hands and face Brush their teeth Eat healthy food
For more details, please visit www.tsh.org.au

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Practice Workforce Guidelines. Telethon Speech & Hearing, Perth WA.

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References Pilbara Ear Health Model of Care

Nose
blowing

For more details, please visit www.tsh.org.au

Taken from © Monley, P., & Krishnaswamy, J. (Eds.). (2015). Pilbara Ear Health Model of Care including Pilbara Ear Health and Hearing Best
Practice Workforce Guidelines. Telethon Speech & Hearing, Perth WA.

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References Pilbara Ear Health Model of Care

Washing
your hands

For more details, please visit www.tsh.org.au

Taken from © Monley, P., & Krishnaswamy, J. (Eds.). (2015). Pilbara Ear Health Model of Care including Pilbara Ear Health and Hearing Best
Practice Workforce Guidelines. Telethon Speech & Hearing, Perth WA.

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References Pilbara Ear Health Model of Care

Runny ear

For more details, please visit www.tsh.org.au

Taken from © Monley, P., & Krishnaswamy, J. (Eds.). (2015). Pilbara Ear Health Model of Care including Pilbara Ear Health and Hearing Best
Practice Workforce Guidelines. Telethon Speech & Hearing, Perth WA.

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References Pilbara Ear Health Model of Care

RESOURCES SHEET

Online Resources

Education and Health Promotion Material

Australian Government Department of Health Queensland Government Department of Health
www.careforkidsears.health.gov.au www.health.qld.gov.au/deadly_ears/
• More information on ear infections and hearing loss • More information on ear infections and hearing loss
• Interactive online resources • Interactive resources: blow your nose corner, face station,
• Resources: storybook, flipchart, posters, teacher fact sheet,
checklist for classroom acoustics, chatterbox, DVD, books,
activity book, colouring in sheets, stickers, memory cards, posters, fact sheets (including information on specialists) and
information for parents, FAQs, model of ear, OM guidelines for further sources of information
health workers, consultation tool • Resources and information for parents
• Workbook for health workers
Do You Hear What I Hear
www.doyouhear.org.au Government of Western Australia Department
• More information on ear infections and hearing loss of Health
• Intervention and classroom strategies for children with http://www.health.wa.gov.au/health_index/
• More information on ear infections
hearing loss • Resources: brochures
• Resources: Classroom activities and lesson plans
Northern Territory Government Department of Health
Ear Troubles http://www.health.nt.gov.au/Environmental_Health/No_
www.eartroubles.com Germs_on_Me_Campaign/index.aspx
• More information on ear infections and hearing loss • Information on the campaign and information on the importance
• Information on auditory processing
• Training opportunities and audio-visual information resources of hand washing
• Resources: DVD, poster, information resources, storybook • Resources: Posters, radio commercials and TV commercials

for children NSW Government Department of Health
http://www.health.nsw.gov.au/aboriginal/Pages/happy-kids.aspx
Department of Education • More information on ear infections and hearing loss
http://www.education.wa.edu.au • Resources: poster, brochure, pocket brochure, storybook
• More information on school programs, teacher training
Hand Hygiene Australia
Australian Hearing www.hha.org.au
www.hearing.com.au • Information on hand hygiene
• More information on hearing loss, ear infections and • Resources for Healthcare workers and Community: FAQ’s,

hearing aids manual, auditing tools, education brochures, promotion posters,
• Information resources for teachers DVD, online learning packages

Australian Indigenous Health InfoNet Human Services
www.healthinfonet.ecu.edu.au/other-health-conditions/ear www.hstac.com.au/old2011/HearThis/about/index.html
• Plain language summary of ear health issue in Australia • More information on ear infections and hearing loss
• Literature reviews on ear health • Video and audio resources
• Summary of programs and projects on ear health • Radio scripts
• Children’s book about hearing (downloadable PDF
across Australia
• Services and organisations related to ear health across Australia copy available)
• Resources: health promotion, practice, multimedia, equipment,
For more details, please visit www.tsh.org.au
OM guidelines, journals and posters
• Information on courses, training, conferences, workshops

and events
• Information on policies and strategies (Indigenous and

non-Indigenous)
• Publications including: general, specific topics, conference

presentations and key references

Taken from © Monley, P., & Krishnaswamy, J. (Eds.). (2015). Pilbara Ear Health Model of Care including Pilbara Ear Health and Hearing Best
Practice Workforce Guidelines. Telethon Speech & Hearing, Perth WA.

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References Pilbara Ear Health Model of Care

RESOURCES SHEET

Online resources

Education and health promotion material

Kids Health
www.kidshealth.schn.health.nsw.gov.au/fact-sheets/ears/
otitis-media-middle-ear-infection
• More information on ear infections (downloadable fact sheet)

Look After Kids Ears
www.lookafterkidsears.com.au
• More information on ear infections and hearing loss
• Videos on hearing loss
• Resources: flash cards, posters, hearing checklists for parents

Remote Primary Health Care Manuals
www.remotephcmanuals.com.au
• Resource manuals for health workers, nurses, midwives, GP’s

and allied health professionals on: assessment and examination
of OM, examination chart. Applying ear drops, dry mopping
(tissue spears), management and ear and hearing problems,
syringing and wick (putting in)

Telethon Speech & Hearing
http://www.tsh.org.au
• More information regarding the organization, programs and

support services

For more details, please visit www.tsh.org.au

Taken from © Monley, P., & Krishnaswamy, J. (Eds.). (2015). Pilbara Ear Health Model of Care including Pilbara Ear Health and Hearing Best
Practice Workforce Guidelines. Telethon Speech & Hearing, Perth WA.

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References Pilbara Ear Health Model of Care

CONTACTS SHEET

Pilbara Local

Hearing Impaired Education
Support Services

ROEBOURNE ONSLOW /PANNAWONICA
Mawarnkarra Health Service (AMS) Onslow Hospital
20 Sholl Street, Roebourne WA 6718 Second Avenue, PO Box 47, Onslow WA 6710
Ph: (08) 9182 0851 Ph: (08) 9184 3200
Pannawonica Medical Centre (Sonic Health)
Roebourne Community Health 200 Pannawonica Drive, Pannawonica WA 6716
Corner Withnell Street and Hampton Street, Roebourne WA 6718 Ph: (08) 9184 1586
Ph: (08) 9182 0280 [email protected]
www.sonichealth.com.au
Roebourne Hospital Pilbara Population Health (Onslow)
51-61 Hampton Street, Roebourne WA 6718 Second Avenue, PO Box 47, Onslow WA 6710
Ph: (08) 9182 0200 Ph: (08) 9184 3211
[email protected]
Pilbara Telethon Speech & Hearing Ear Health Program www.health.wa.gov.au
Ph: 08 9387 9888 Pilbara Telethon Speech & Hearing Ear Health Program
[email protected] Ph: 08 9387 9888
www.tsh.org.au [email protected]
www.tsh.org.au
KARRATHA
Karratha Medical Centre TOM PRICE/PARABURDOO
Karratha Village, 5 Sharpe Avenue, PO Box 445, Karratha WA 6714 Ashburton Community Health Service
Ph: (08) 9185 3555 Mine Road, Tom Price WA 6715
Ph: (08) 9189 1088
Sonic Health (East) Medical Centre Tom Price Hospital
7/28 De Grey Place. Karratha WA 6714 Mine Road, PO Box 56, Tom Price WA 6751
Ph: (08) 9159 1800 Tom Price Medical Centre
[email protected] Central Road, Tom Price WA 6715
www.sonichealthplus.com.au Ph: 08) 9189 1901
Paraburdoo Medical Centre
Nickol Bay Hospital Rocklea Road, Paraburdoo WA 6751
Millstream Road, PO Box 519, Karratha WA 6714 Ph: (08) 9189 5069
Ph: (08) 9143 2333 Paraburdoo Hospital
Rocklea Road, PO Box 154, Paraburdoo WA 6754
Pilbara Telethon Speech & Hearing Ear Health Program Ph: (08) 9159 8222
Ph: 08 9387 9888 Pilbara Population Health
[email protected] Ph: (08) 9159 5210
www.tsh.org.au [email protected]
www.health.wa.gov.au
Pilbara Health Network - Karratha
2/2609 Sharpe Avenue, PO Box 839, Karratha WA 6714 For more details, please visit www.tsh.org.au
Ph: (08) 9185 6662
[email protected]
www.phn.org.au

Pilbara Population Health
2 Warambie Road, PO Box 512, Karratha WA 6714
Ph: (08) 9143 2221
[email protected]
www.health.wa.gov.au

Taken from © Monley, P., & Krishnaswamy, J. (Eds.). (2015). Pilbara Ear Health Model of Care including Pilbara Ear Health and Hearing Best
Practice Workforce Guidelines. Telethon Speech & Hearing, Perth WA.

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References Pilbara Ear Health Model of Care

CONTACTS SHEET

NEWMAN Port Hedland Community Health Centre
Morgans Street, Port Hedland WA 6721
Sonic Health Newman Ph: (08) 9173 1277
54 Mindarra Drive, Newman WA 6753
Ph: (08) 9175 1231 South Hedland Community Health Service
[email protected] Colebatch Way, South Hedland, WA 6722
www.sonichealthplus.com.au Ph: (08) 9185 9222

Pilbara Population Health (Newman) Wirraka Maya Aboriginal Health Service
Mindarra Drive, PO Box 418, Newman 6753 17 Hamilton Road, PO Box 2523, South Hedland, WA 6722
Ph: (08) 9175 8380 Ph: (08) 9172 0400
www.wmhsac.com
Puntukurnu AMS Newman (Administration only)
Newman House, 15 Iron Ore Parade, Newman WA 6753 Marble Bar Nursing Post
Ph: (08) 9177 8307 Station Street, PO Box 13, Marble Bar WA 6760
Ph: (08) 9176 1090
Newman Hospital
Mindarra Drive, PO Box 126, Newman WA 6753 Nullagine Community Health Service
Ph: (08) 9175 8333 Marble Bar Road, PO Box 19, Nullagine WA 6758
Ph: (08) 9176 2010
Puntukurnu AMS Jigalong
Jigalong, WA 6753 Australian Hearing
Ph: (08) 9175 7027 27 Wittenoom Street, East Perth WA 6004
Ph: (08) 9226 7100
Puntukurnu AMS Parnngurr (Cotton Creek)
Parnngurr, WA 6753 HEARING IMPAIRED EDUCATION SUPPORT SERVICES
Ph: (08) 9176 9057 Telethon Speech & Hearing
Ph: 08 9387 9888
Puntukurnu AMS Kunawarritji [email protected]
Kunawarritji WA 6753 www.tsh.org.au
Ph: (08) 9176 9041
School of Special Educational Needs: Sensory –
Puntukurna AMS Punmu (Formally WA Institute for Deaf Education)
Punmu WA 6753 Ph: (08) 9286 7000
Ph: (08) 9176 9013 [email protected]

HEDLAND ENT SERVICES (GP use only)
Nickol Bay Hospital
Sonic Health South Hedland Millstream Road, PO Box 519, Karratha WA 6714
Lot 3239 McLarty Blvd, South Hedland WA 6722 Ph: (08) 9143 2333
Ph: (08) 9172 5911
[email protected] Hedland Health Campus
www.sonichealthplus.com.au Colebatch Way, South Hedland, WA 6722
Postal address: PMB 12, South Hedland WA 6722
Hedland Health Campus Ph: (08) 9174 1000
Colebatch Way, South Hedland, WA 6722
Postal address: PMB 12, South Hedland WA 6722 For more details, please visit www.tsh.org.au
Ph: (08) 9174 1000

Port Hedland Medical Centre
7 Edgar Street, Port Hedland, WA 6721
Ph: (08) 9173 3733

Taken from © Monley, P., & Krishnaswamy, J. (Eds.). (2015). Pilbara Ear Health Model of Care including Pilbara Ear Health and Hearing Best
Practice Workforce Guidelines. Telethon Speech & Hearing, Perth WA.

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References Pilbara Ear Health Model of Care

Appendix 12: Telehealth Services

The following information was retrieved from http://www.wacountry.health.wa.gov.au/index.
php?id=telehealth#c659

Telehealth is the use of information and communication technology to provide healthcare over a
distance. This includes the transmission of images, voice, data and videoconferencing between
two or more sites.

Telehealth connects regional patients to safe, high quality and cost-effective clinical services
closer to home. Telehealth provides regional patients with improved access to timely specialist
and emergency care, which can lead to improved health outcomes. Within the Western Australian
public health system, Telehealth is used in a number of different service delivery areas (see ‘Key
Telehealth service delivery areas’ below), however most commonly Telehealth is used for:

• The Emergency Telehealth Service which uses Telehealth technology to provide specialist
emergency medicine support to clinical staff treating acute patients in country hospital
emergency departments, and Outpatient consultations between metropolitan-based
specialists and regionally-based public patients via videoconference. For updated contacts and
current information see: http://www.wacountry.health.wa.gov.au/index.php?id=telehealth#c659
• Statewide Telehealth Service General Enquiries – 6383 1850
• Statewide Telehealth Service Desk – 1300 367 166
• Regional Telehealth Contacts – Please contact the Telehealth Coordinator in your region to
discuss booking appointments via Telehealth: Pilbara: 9174 1387

Taken from © Monley, P., & Krishnaswamy, J. (Eds.). (2015). Pilbara Ear Health Model of Care including Pilbara Ear Health and Hearing Best
Practice Workforce Guidelines. Telethon Speech & Hearing, Perth WA.

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References Pilbara Ear Health Model of Care

Appendix 13: Understanding of Hearing Aids

Australian Hearing. (2014). A Guide for Hearing Aid Maintenance and Care.

Taken from © Monley, P., & Krishnaswamy, J. (Eds.). (2015). Pilbara Ear Health Model of Care including Pilbara Ear Health and Hearing Best
Practice Workforce Guidelines. Telethon Speech & Hearing, Perth WA.

136

References

A guid
aid

©Monley, P., & Krishnaswamy, J. (Eds.). (2015). Pilbara Ear Health Model of Care including Pilbara Ear Health and H

Pilbara Ear Health Model of Care

de for hearing
d maintenance

and care

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References

Hearing aids

Hearing aids come in lots of different s

Behind the ear (BTE)

In the ear (ITE) • Hearing
• All heari

The size
dependin
hearing a
• Some pe
the-ear h
can only
aids. Thi
hearing l
• Hearing
different

©Monley, P., & Krishnaswamy, J. (Eds.). (2015). Pilbara Ear Health Model of Care including Pilbara Ear Health and H

Pilbara Ear Health Model of Care

shapes and sizes

aids amplify sound. • The most important colours to look
ing aids have ba�eries. for are the red or blue markers.
of the ba�ery will vary
ing on the power of the • A red colour marker is found on
aid. hearing aids made for a persons’
eople can only wear behind- right ear. A blue colour marker is
hearing aids, while others found on hearing aids made for a
y wear in-the-ear hearing persons’ le� ear.
is depends on the degree of
loss. • Pu�ng the hearing aid on the wrong
aids come in a range of ear can be very uncomfortable and
t colours. can cause further hearing loss.

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References

How to determine l

12

On custom-made hearing aids, leŌ and right Side idenƟers are located inside
can be disƟnguished by the colour of the serial baƩery compartment near the se
number on the shell or the wax system at the number.
Ɵp of the aid. LeŌ is blue, right is red.

45

Some BTEs will have the side idenƟer The moulds can be disƟnguished
inside the baƩery compartment the wax system aƩached to the Ɵ
of the mould, or by a red or blue
marking on the side of the mould

©Monley, P., & Krishnaswamy, J. (Eds.). (2015). Pilbara Ear Health Model of Care including Pilbara Ear Health and H

Pilbara Ear Health Model of Care

left from right

3

e the Standard behind the ear devices will
erial have the side idenƟer on the inner
spine of the hearing aid housing.

If there is a hearing aid for
both ears, it is important to
be able to tell the leŌ from
right. Hearing aids are set
to the individual hearing
level of each ear and should
not be swapped from ear
to ear.
by
Ɵp
d.

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References

Inserting a battery

12

The baƩery should always be placed in the BTE baƩer

baƩery compartment with the + symbol or + symbol o

at side facing upwards.

WARNING: BaƩeries can cause severe injury if swallowed or inserted into the bo

Keep fresh and spare baƩeries out of reach of children and others who may be at r
Follow baƩery safety instrucƟons provided by your audiologist.
Call Poisons InformaƟon on 131 126 if you are concerned that someone you know

©Monley, P., & Krishnaswamy, J. (Eds.). (2015). Pilbara Ear Health Model of Care including Pilbara Ear Health and H

Pilbara Ear Health Model of Care

ries should be inserted with the
or at side facing upwards.

ody.
risk.
w has inserted or swallowed a baƩery.

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References

How to clean a hea

12

Use the wax brush to gently Use a small brush to push
brush the wax or dirt away any wax or dirt from insid
from the hole where the air hole.
sound comes out.

©Monley, P., & Krishnaswamy, J. (Eds.). (2015). Pilbara Ear Health Model of Care including Pilbara Ear Health and H

Pilbara Ear Health Model of Care

aring aid

3

h out Use the tool located on the
de the boƩom of the replacement
wax system card to remove
the wax system from the
mould.

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References

Attaching a new ea

If you still have the old earmould

1 Remove the earmould 2
from the hearing
aid by pulling the
tubing away from the
earhook.

3 Cut the tubing on 4
the new mould to
the same length as
the old mould.

©Monley, P., & Krishnaswamy, J. (Eds.). (2015). Pilbara Ear Health Model of Care including Pilbara Ear Health and H

Pilbara Ear Health Model of Care

armould

Measure the tubing of
the new mould against
the tubing of the old
mould.

Push the tubing
of the new mould
over the end of the
earhook, making sure
the mould is in the
correct direcƟon to t
your ear.

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References

Attaching a new ea

If you do not have the old earmould

12

Place the hearing aid without Use a pen to mark the exa
any tubing or mould behind where the earhook ends o
the ear in a comfortable tubing. You may need som
posiƟon. Then insert the new help you with this. Remove
mould into the ear so it is mould and cut the tubing 3
completely tucked into place. longer than the pen mark.

©Monley, P., & Krishnaswamy, J. (Eds.). (2015). Pilbara Ear Health Model of Care including Pilbara Ear Health and H

Pilbara Ear Health Model of Care

armould

3

act place Push the tubing of the mould
on the over the end of the earhook with
meone to the mould facing correctly to t in
e the the ear.
3mm

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References

Cleaning the earmo

1 Remove the 2
earmould from
the hearing aid by
pulling the tubing
away from the
earhook.

3 Flow warm water 4
through the tubing
unƟl the mould is
clear.

©Monley, P., & Krishnaswamy, J. (Eds.). (2015). Pilbara Ear Health Model of Care including Pilbara Ear Health and H

ould Pilbara Ear Health Model of Care

Place the earmould
in a cup and let it
soak unƟl any wax
or dirt becomes
soŌ.

Dry the earmould by
shaking and wiping
with a Ɵssue.

Hearing Best Practice Workforce Guidelines. Telethon Speech & Hearing, Perth WA. 

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References

Removal of wax

12

Remove the earmould from the Insert the nozzle of the air
hearing aid by pulling the tubing into the Ɵp of the earmou
away from the earhook. open end of the tubing. Blo
any wax or moisture.

©Monley, P., & Krishnaswamy, J. (Eds.). (2015). Pilbara Ear Health Model of Care including Pilbara Ear Health and H

Pilbara Ear Health Model of Care

3

r blower Replace the earmould by pushing
uld or the tubing back over the earhook.
ow out

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References

Troubleshooting

If the hearing aid is whistling

Problem Ear Wax

SoluƟon - If ears are free of wax and the hearing aid
when in the ear, the best soluƟon is oŌen a new ea

Problem The earmould is not sitting in the

SoluƟon - Make sure the hearing aid and earmould
the ear. Contact your Australian Hearing centre for
appears to be loose or does not t as well as it did o

Problem Tubing

SoluƟon - Take the hearing aid and earmould to you
for repair.

Problem Ear mould has deteriorated

SoluƟon - If the earmould is discoloured and/or har
required. Contact your Australian Hearing centre to

©Monley, P., & Krishnaswamy, J. (Eds.). (2015). Pilbara Ear Health Model of Care including Pilbara Ear Health and H

Pilbara Ear Health Model of Care

d is constantly whistling
armould.

e ear properly

d are posiƟoned correctly in
assistance if the earmould
originally.
ur Australian Hearing centre

rdened a new one will be
o make an appointment.

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146

References

Troubleshooting

If the hearing aid is not working

Check Is the sound bore or tubing blocked w
Check Is the battery flat?

Check If you have access to a volume contro
down or off?

Check If you have access to a memory butto
accidentally changed to the noise or t

If the aid is sƟll not working contact your local Australian Hearing c

©Monley, P., & Krishnaswamy, J. (Eds.). (2015). Pilbara Ear Health Model of Care including Pilbara Ear Health and H

Pilbara Ear Health Model of Care

with wax or debris?

ol, has it been turned
on, has it been
telecoil program?

centre on 131 797.

Hearing Best Practice Workforce Guidelines. Telethon Speech & Hearing, Perth WA. 

147

References

To contact your local Aus
centre call 131

©Monley, P., & Krishnaswamy, J. (Eds.). (2015). Pilbara Ear Health Model of Care including Pilbara Ear Health and H

Pilbara Ear Health Model of Care

stralian Hearing
797.

NFR4412
Printed 08/2014

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References Pilbara Ear Health Model of Care

Appendix 14: Cochlear Implant Information

Cochlear Pty Ltd

http://www.cochlear.com/wps/wcm/connect/au/home/understand/hearing-and-hl/hl-
treatments/cochlear-implant
https://www.youtube.com/watch?v=Ojx9M2vpcAU

MED-EL

https://www.youtube.com/watch?v=Zm8w88kzZ1I

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Practice Workforce Guidelines. Telethon Speech & Hearing, Perth WA.

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References Pilbara Ear Health Model of Care

Appendix 15: Understanding of Soundfield
Systems

School of Special Educational Needs-Sensory. (2015). Soundfield Amplification – Classroom
Distribution System (Information and Resources Guide).

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References Pilbara Ear Health Model of Care


Soundfield Amplification

Classroom Distribution System

(Information and Resources Guide)

Sound Distribution Systems are not a substitute for personal amplification
(hearing aids, bone conductor aids, cochlear implant speech processors, bone

anchored hearing aids & personal FM systems), as fitted by an audiologist.

Revised September 2015

SSEN—Sensory as part of the Department of Education (DOE) does not recommend types or styles of
Sound Field Systems. Further SSEN—Sensory and DOE are not responsible for providing funding for the
purchase of these systems.



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References Pilbara Ear Health Model of Care



Classroom Amplification Equipment
The use of sound field classroom amplification equipment has been found to be a useful intervention
strategy for students in most classroom settings.

Parameters of an acoustic climate

Sound Noise Classroom Acoustics

What we hear Unwanted sound The way sound is affected by the
environment

Poor listening conditions in the classroom are common. The problems may be identified as those
related to noise, reverberation, and distance.

Noise or background noise in the classroom setting is usually associated with external noise. This
may include traffic, playgrounds, veranda or hallway noise, and/or noise above or below the
classroom. Internal noise involves classroom equipment and the movement and activity of the
students themselves. Noise makes it harder for everyone to hear and understand.

Reverberation is the echoing or bouncing of sounds off hard surfaces. This is related to the room
design and construction. Often rooms with high ceilings, large window spaces and uncarpeted floors
have high reverberation characteristics. Those with carpeted floors, lower ceilings that are sound
treated, and bulletin boards (soft furnishings) have fewer echoes or less reverberation.

Distance from the classroom teacher or person speaking directly affects how well the student hears
what is being said. The further away, the softer the voice becomes and the less likely the information
is heard.

  

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References Pilbara Ear Health Model of Care



Why change or be concerned about classroom acoustics?

• Classrooms today are likely to be active, multi-centre places of learning.
• Children are required to listen up to 80% of the school day.
• Classrooms today are those typically built for classroom teaching techniques used

20-30 years ago.
• Classrooms contain noisy and distracting hearing, ventilating and air conditioning (HVAC)

systems.
• Classrooms today are inclusive learning areas.
• There are at least some students in every class in every school who need more favourable

acoustics. Simply, some children in every class have trouble hearing.
• Changes in the aetiology and degree of hearing loss have changed.
• Changes in ethnic background and incidence of hearing loss have occurred.
• There has been an increase in otitis media.
• There has been an increase in the reporting of minimal and mild hearing loss.
• Increased vocal difficulties have been noted by speech pathologists in those who use their

voices constantly to relay information.

Warning Signs of Poor Classroom Acoustics

• Noisiness, even during quiet activities.
• Teacher voice strain.
• Inattentiveness & boredom.
• Disruptive behaviour from acoustically isolated students.
• Need for students to be close to the front.

What is classroom distribution equipment?

A classroom distribution system is a way to amplify an entire classroom. Equal coverage across all
students in the classroom is the goal. The teacher wears a wireless microphone transmitter that
sends a signal to the amplifier that is connected to the loud speakers.

A classroom distribution system, otherwise known as a sound distribution system, is not designed to
increase sound, but rather to evenly distribute the teacher’s voice to ensure that every child,
regardless of seating location, consistently hears and understands what the teacher is saying.

Basically, two methods of transmitting the speaker’s voice are available. One is using an FM
(Frequency Modulation / digital signal), the other is using infrared. Both systems have advantages
and disadvantages and it is strongly recommended that advice be obtained from a professional
installer, as to the most appropriate system.

   

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

An FM originates at the broadcast source i.e. the transmitter and microphone, which the teacher
uses. The FM waves are pushed up through the transmitter antenna and are sent in all directions.
The carrier waves are detected by the receiver, in the classroom, which carry sound information.
This becomes audible through the speakers, placed in the classroom.

Both systems are wireless and because FM and infrared signals travel at the speed of light, the

speakers voice is, essentially instantaneous.



With classroom distribution systems, the teacher’s voice is heard throughout the classroom slightly

louder than the background noise present. The teacher is usually louder than all of the other internal

and external noise present. The reverberation difficulties and problems with distance from the

teacher become less of a problem. Students or visitors may also use the microphone so that all may

hear what is being said when group discussions occur. Pass around microphones are also available

for some sound distribution systems.  






These should be compatible with personal FM systems

Who can assess and recommend sound distribution or sound enhancement systems?
A professional installer of sound distribution systems, acoustic engineers and architects specialised
in room acoustics are the recommended contacts for advice (See resource section, in this pamphlet).
Audiologists are also able to advise on the set up of these systems.
Teachers of the Deaf and other associated professionals, in the hearing industry, do not have the
necessary training and experience to advise on purchase and installation.

  

Taken from © Monley, P., & Krishnaswamy, J. (Eds.). (2015). Pilbara Ear Health Model of Care including Pilbara Ear Health and Hearing Best
Practice Workforce Guidelines. Telethon Speech & Hearing, Perth WA.

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

Who may benefit from classroom / sound field amplification?

• Teachers who are professional voice users.
• Young children (less than 15 years of age).
• Children with conductive hearing loss or fluctuating hearing.
• Children with a history of otitis media.
• Children with articulation and / or language disorders.
• Children who have specific learning difficulties.
• Children who have English as a second language (ESL) or non-native speakers of English.
• Children with minimal or borderline degrees of sensorineural hearing loss (16-25 dB HL).
• Children with unilateral (one ear) hearing loss.
• Children with developmental delays.
• Children with attention deficit disorders.
• Children with reading deficits (Dyslexia).
• Children with (central) auditory processing disorders.

Who will not benefit from classroom amplification?

• Students who have moderate, moderate severe, sloping, profound and some asymmetric
hearing losses.

• Students who wear cochlear implant devices.

For these students, research has shown that there is not enough benefit for them. They must use
personal FM / digital devices (those that have a receiver attached to their hearing aid or cochlear
implant speech processor). The teacher continues to use a transmitter/microphone device. Frequency
or channel for use may be identified, on those using an FM signal.

It should be noted that both the personal FM device and the classroom distribution systems may be
synchronised (both devices are on the same frequency/channel) for use, if purchased from the same
company. This allows the teacher to wear only one microphone for use with both types of devices.
This is strongly recommended for any educational setting to promote more equitable access to the
curriculum.

Considerations when Purchasing Sound Field/Classroom Amplification Equipment

1. Instructional considerations
a. Teaching style.
b. Class size, grade level, and classroom noise level.
c. Size/height of students in their classroom chairs.
d. Number of students with special needs (e.g. dyslexia, auditory processing disorder
etc).
e. Classroom structure (mostly lecture style seating, some child centred groups, all child
centred groups, open concept / concertina walls).
f. Child with a hearing loss using a personal FM device.

2. Physical site considerations
a. Noise sources (inside, outside, above & below).
b. Classroom acoustic treatments (carpet, drapes, acoustic ceiling tiles, etc....).
c. Size and configuration of the room.
d. Permanent or temporary physical barriers.
e. Ceiling composition and height.
f. Interference issues from other sound field devices in the school, mobile phone
towers, radio stations, etc......

  

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

3. Trial installation considerations
a. Tentative positioning and placement of speaker, amplifier & receiver.
b. Measurement by sound level meter to determine if sound is being equally
distributed throughout the classroom.
c. Consider power sources.
d. Troubleshoot any equipment problems (interference, feedback, battery issues, use
of teacher microphone, loudness levels, etc.... ).
e. Teacher comfort in using the device.
f. Will this system need to be moved to follow specific student / students?

4. Who will troubleshoot or assist you when problems occur?
a. Request information regarding a service contract in case problems occur.
b. Consider an annual maintenance check of the equipment, replacement of batteries and
in-servicing of new teaching staff.
c. Ask about back-up or loaner devices should repairs be needed on the
equipment installed.
d. The visiting teacher of the deaf from SSEN—Sensory is not responsible for
troubleshooting this equipment. This is the responsibility of the service provider.
e. Final installation & purchase (review any and all of the above).
f. Ask the Equipment Providers for the contact details of schools where their devices have
been set up.

Precision Acoustics
Mr. Ian Wheeler
www.precision-acoustics.com.au
(08) 9451-3809 (phone)
0427 196 117 (mobile)

Just I.T Solutions
1300 66 8874
www.justit.com.au
Email: [email protected]

References: FM Systems – what they are and what they do? Handout, Australian Hearing, 12/2000.
A School Handbook on Classroom Amplification Equipment. Allen. L. Keystone Area Education Agency, Nov. 1991.

Additional Resources : For additional information we suggest you visit the website of the following organisations:
Australian Hearing, Oticon, Phonak

SSEN—Sensory as part of the Department of Education (DOE) does not recommend types or styles of Sound
Field Systems. Further SSEN—Sensory and DOE are not responsible for providing funding for the purchase
of these systems.

  

Taken from © Monley, P., & Krishnaswamy, J. (Eds.). (2015). Pilbara Ear Health Model of Care including Pilbara Ear Health and Hearing Best
Practice Workforce Guidelines. Telethon Speech & Hearing, Perth WA.

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Appendix 16: About Australian Hearing

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About Australian
Hearing

Australia’s Hearing Specialist

Australian Hearing is a leading hearing services provider with a
reputation for innovation and high quality hearing care.

Dedicated to helping people manage • Pensioner Concession Card holder rural and remote areas of Australia.
their hearing impairment so they or their dependent
have a better quality of life, Australian Australian Hearing also provides
Hearing provides a full range of • Department of Veterans’ Affairs visiting services to many Aboriginal
hearing services to eligible clients. Gold or White Repatriation Health and Torres Strait Islander
Card holder (specifically for war communities through the Australian
A statutory authority related hearing loss) or their Hearing Specialist Program for
dependent Indigenous Australians (AHSPIA).
Australian Hearing was established in These services are delivered in
1947 to provide services to veterans • Sickness allowance recipient or partnership with local community-
who had suffered hearing damage their dependent controlled health organisations and
during World War II, and also to assist government health and education
children whose hearing was affected • Referred clients of an Australian services.
as a result of the rubella epidemic of Government funded vocational
the late 1940s. rehabilitation service Our services

In 1991 Australian Hearing became a • Member of the Australian Defence Australian Hearing has over 400
statutory authority constituted under Forces highly trained and experienced
the Australian Hearing Services Act clinicians on staff (audiologists and
1991. • Children and young adults up to audiometrists), who work with
the age of 26 years individual clients to help them find
Australian Hearing is part of the the best solution for their hearing
Department of Human Services, • Aboriginal and Torres Strait needs. Our clinicians fit clients with
reporting to the Minister for Human Islander peoples aged 50 years and hearing aids or other devices suitable
Services. over for their particular hearing and
lifestyle needs.
Our clients • Aboriginal and Torres Strait
Islander peoples participating Clients can choose between fully
Australian Hearing delivers hearing in Community Development subsidised (free) hearing aids, or pay
services to clients eligible under Employment Projects (CDEP) an additional amount (top-up) for
the Australian Government Hearing higher level technology features.
Services Program. National network of
hearing centres Each hearing centre also provides
To be eligible for services a person a repair service and assistance
must be an Australian citizen or Australian Hearing has more than 126 with device care and ongoing
permanent resident and satisfy one permanently staffed centres and visits maintenance.
of the following criteria: over 364 other locations in urban,

Taken from © Monley, P., & Krishnaswamy, J. (Eds.). (2015). Pilbara Ear Health Model of Care including Pilbara Ear Health and Hearing Best
Practice Workforce Guidelines. Telethon Speech & Hearing, Perth WA.

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References Pilbara Ear Health Model of Care

Facts about Australian Hearing - Recipients of a sickness allowance from
Centrelink
• Australian Hearing is a leading hearing services
provider in Australia. Our mission is to provide the - Dependents of a person in one of the above
best hearing care, the latest hearing aid technology categories
and to lead the world in hearing research
- Referred clients of an Australian Government
• Australian Hearing has more than 126 permanently funded vocational rehabilitation service
staffed hearing centres and visits over 364 other
locations around the nation - Members of the Australian Defence Forces

• Specialist audiologists provide outreach services to • These clients need to apply to the Office of Hearing
Indigenous Australians in more than 220 sites each Services for a Voucher to receive services from
year in urban, rural and remote locations through Australian Hearing or another provider of their
the Australian Hearing Specialist Program for choice
Indigenous Australians (AHSPIA)
• Australian Hearing provides free hearing
• Around 190,000 Australians in all states and assessments to all eligible clients
territories benefit from clinical services provided by
Australian Hearing each year • Australian hearing provides an interpreter at your
appointment if required
• We are the sole provider of hearing services to
Community Service Obligation clients, including: • Clients can choose between fully subsidised (free)
hearing aids, or pay an additional amount (top-up)
- Australians under 26 years of age for higher level technology features

- Eligible adults with complex rehabilitation needs • Australian Hearing fits more than 130,000 hearing
aids annually. We work in partnership with Siemens
- Aboriginal and Torres Strait Islander peoples Hearing Instruments, one of Australia’s leading
over the age of 50 or participating in a hearing aid suppliers, to ensure that Australian
Community Development Employment program Hearing clients can choose advanced digital hearing
(CDEP) devices at the best possible prices

- Eligible clients living in remote areas • The internationally renowned National Acoustic
Laboratories (NAL) is the research division of
• We also provide services to: Australian Hearing. NAL research plays a vital
role in the areas of hearing preservation, hearing
- Pensioner Concession Card holders rehabilitation, hearing aid development and
acoustic research.
- Department of Veterans’ Affairs Gold
Repatriation Health Card holders NFR3072 07052014

- Department of Veterans’ Affairs White
Repatriation Health Card holders specifying
hearing loss

National Acoustic NAL Research Protocols developed by NAL
Laboratories concentrates on two are used in fitting hearing aids
broad areas throughout the world.
Australian Hearing’s national
head office is home to the Hearing rehabilitation, with a Noise and hearing loss prevention.
internationally renowned National major emphasis on the fitting and NAL research in this area is aimed at
Acoustic Laboratories (NAL), a use of hearing aids, development providing better ways for people to
leading national research facility of improved hearing aids, and protect their hearing, and is used to
into hearing loss and treatment development of audiological help set standards and regulations
innovations. procedures. concerned with the measurement
and control of community, industrial
NAL also undertakes acoustical and leisure noise.
testing for businesses and industries.

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Appendix 17: About School of Special Educational
Needs – Sensory

Taken from © Monley, P., & Krishnaswamy, J. (Eds.). (2015). Pilbara Ear Health Model of Care including Pilbara Ear Health and Hearing Best
Practice Workforce Guidelines. Telethon Speech & Hearing, Perth WA.

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SCHOOL OF SPECIAL EDUCATIONAL NEEDS: SENSORY
STUDENT ENROLMENT AND ELIGIBILITY POLICY AND PROCEDURES

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School
 of
 Special
 Educational
 Needs:
 Sensory
 (SSENs)
 

All
 students
 referred
 to
 Sensory
 will
 be
 assessed
 based
 on
 the
 child's
 formal
 
diagnosis
 of
 vision
 impairment
 and/or
 hearing
 loss.
 

 
Parents,
 teachers,
 principals
 and
 health
 professionals
 are
 all
 able
 to
 refer
 a
 child
 they
 
have
 concerns
 about
 or
 that
 has
 been
 diagnosed.
 

 
For
 more
 information
 or
 to
 make
 a
 referral
 please
 contact
 Sensory.
 

 
Statewide
 Specialist
 Services
 Centre:
 

 
33
 Giles
 Avenue,
 
Padbury,
 WA,
 6025
 

 
Mailing
 address:
 

 
PO
 BOX
 724,
 
Hillarys,
 WA,
 6025.
 

 
Main
 Reception:
 
(08)
 9402
 6409
 

 
Early
 Childhood
 Education:
 
(08)
 9402
 6403
 
Fax:
 (08)
 9402
 6141
 
SMS:
 0420
 304
 293
 
E:
 [email protected]
 
Website:
 www.ssens.wa.edu.au
 

 
Users
 who
 are
 deaf
 or
 have
 a
 hearing
 or
 speech
 impairment
 can
 call
 
(08)
 9402
 6409
 through
 the
 National
 Relay
 Service.
 

 
Speak
 and
 Listen
 (speech
 to
 speech
 relay)
 users
 phone
 
1300
 555
 727
 then
 ask
 for
 (08)
 9402
 6409
 

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1 POLICY STATEMENT

All children:
• with a diagnosed vision impairment and or a hearing loss; or,
• whose vision impairment or hearing loss is suspected (imputed)
following a functional assessment,

that meets the relevant program criteria will be eligible for services from the
School of Special Educational Needs: Sensory.

2 POLICY RULES

Students may be enrolled at:
• The Early Childhood Service
• Mosman Park School for Deaf Children
• Belmont City College
• Shenton College Deaf Education Centre

All other students eligible for early childhood or visiting teacher support
must be:

• enrolled in a public, Catholic, or independent school; or,
• home schooled with Department of Education approval; or,
• aged 0 – 3 years.

This policy:
• is to be read in conjunction with the Department of Education
Enrolment Policy and Procedures and all related and referenced
legislation, policies, and supporting documents;
• only applies to this school and the schools with recognised deaf
education programs identified within the policy; and,
• only applies to students for whom their parents have given consent for
a referral to the school.

3 SCOPE

This policy applies to:
• School of Special Educational Needs: Sensory (SSENS)
• Mosman Park School for Deaf Children (MPSDC)
• Belmont City College (BCC); and,
• Shenton College Deaf Education Centre (SCDEC).

4 RELATED DOCUMENTS

Disabilities Advisory Panel
Enrolment Policy and Procedures
Secondary Deaf Education Facility Pre-Enrolment Pack
Enrolment Disputes – Parent Information and Forms
Enrolment for Students with Disability

5 REVIEW DATE

2 November 2017

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SCHOOL OF SPECIAL EDUCATIONAL NEEDS: SENSORY

STUDENT ENROLMENT AND ELIGIBILITY PROCEDURES

1. REFERRAL PROCESSES
1.1 ALL REFERRALS

The principal (or delegate) will:
• accept all referrals for support from parents, schools, health
professionals, and other specialists;
• assess each referral to determine the child’s eligibility for support
applying the relevant criteria and considering the actual or potential
impact for the child’s vision impairment and or hearing loss on
learning;
• establish a committee to undertake the functional assessment and
make placement and service level recommendations based on the
best available information at the time; and,
• confirm in writing to the parent(s), the school and the referring agency
the outcome of the assessment.

2. OPTIONS FOR ENROLMENT
2.1 EARLY CHILDHOOD SERVICE

The SSENS principal (or delegate) will:
• provide the approved level of support in the home, at Southwell or
Padbury Early Childhood Centres, or any primary school; and,
• offer programmed group sessions for children at Southwell and
Padbury if there are sufficient numbers of children .

2.2 MOSMAN PARK SCHOOL FOR DEAF CHILDREN

The SSENS principal (or delegate) will:
• assess each application for enrolment to Mosman Park School for
Deaf Children.
• establish a committee, including the principal of Mosman Park School
for Deaf Children, to assess the student’s eligibility and the level of
support that is required.
• determine if the student’s required level of educational adjustments
are equivalent to or above Disability Level 3 Allocation.
• confirm in writing to the Mosman Park School for Deaf Children
principal the outcome of the committee’s recommendation.

2.3 BELMONT CITY COLLEGE AND SHENTON COLLEGE DEAF
EDUCATION CENTRE

While the 30- student-cap on enrolments is in place at Shenton College Deaf
Education Centre, the SSENS principal (or delegate) will:

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Practice Workforce Guidelines. Telethon Speech & Hearing, Perth WA.

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