Outsource Industries Inc. OSIPSSLTX ユーザーズマニュアル
6
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Chapter 1
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The Sound Localization Guidebook Prototype
The Sound Localization Guidebook Prototype
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Chapter 1
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7
years, the Technical Research Department has refi ned the
design and made it more portable and user friendly.
design and made it more portable and user friendly.
Characteristics of the PSS lend themselves readily to the
development of sound localization skills. Its size and weight
permit easy manipulation and direction of the sound. It may
be moved in a horizontal plane to any point around the
learners, and within a vertical plane raised to head level and
above or placed on the ground. Tone, volume, and signal
rate can all be varied to make the sound more discriminable
by learners. The use of a highly discriminable sound source
helps to alleviate problems associated with awareness and
identifi cation, and allows learners to devote full attention to
the development of sound localization skills.
development of sound localization skills. Its size and weight
permit easy manipulation and direction of the sound. It may
be moved in a horizontal plane to any point around the
learners, and within a vertical plane raised to head level and
above or placed on the ground. Tone, volume, and signal
rate can all be varied to make the sound more discriminable
by learners. The use of a highly discriminable sound source
helps to alleviate problems associated with awareness and
identifi cation, and allows learners to devote full attention to
the development of sound localization skills.
Purpose
The purpose of this manual is to provide teachers of visually
impaired young learners with a few selected activities that
may be used to develop sound localization skills.
impaired young learners with a few selected activities that
may be used to develop sound localization skills.
Program
Chapters 2-5 focus on individualized skills that are
preliminary to the group skills presented in chapter 6. The
individualized activities are instructionally sequenced how a
teacher and young learner may best use the sound source.
preliminary to the group skills presented in chapter 6. The
individualized activities are instructionally sequenced how a
teacher and young learner may best use the sound source.
•
Chapter 2 presents activities where both the learner
and the sound source are stationary. Although the
activities in this chapter are described for individualized
instruction, they can be used in small group settings
as well, with participants replying in unison, raising
their hands, or being called on, when verbal
responses are required.
and the sound source are stationary. Although the
activities in this chapter are described for individualized
instruction, they can be used in small group settings
as well, with participants replying in unison, raising
their hands, or being called on, when verbal
responses are required.
•
Chapter 3 presents activities where the learner is
stationary and the sound source is moving.
stationary and the sound source is moving.
•
Chapter 4 presents activities where the learner is
moving and the sound source is stationary.
moving and the sound source is stationary.
•
Chapter 5 presents activities where both the learner
and the sound source are moving.
and the sound source are moving.
•
Chapter 6 introduces group play/activities that help
the learner(s) practice localization skills learned in
the previous chapters.
the learner(s) practice localization skills learned in
the previous chapters.
Implicit in the chapter sequence are situations that increase
in complexity. Each chapter represents a different set of
factors based on the relationship of the learner to the
sound source. Activities within a chapter also represent the
sequential development of skills. This provision for chapter
and activity sequence offers fl exibility for the instructor in
the arrangement of experiences that are provided. Likewise,
if a learner has suffi cient skill, he can move quickly through
the fi rst few sections as a test phase, before going on to
in complexity. Each chapter represents a different set of
factors based on the relationship of the learner to the
sound source. Activities within a chapter also represent the
sequential development of skills. This provision for chapter
and activity sequence offers fl exibility for the instructor in
the arrangement of experiences that are provided. Likewise,
if a learner has suffi cient skill, he can move quickly through
the fi rst few sections as a test phase, before going on to
17820 Sound Local.ind 6-7
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