Outsource Industries Inc. OSIPSSLTX ユーザーズマニュアル
8
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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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9
higher level tasks. Always keep in mind that is not necessary
to attain skill or even attempt all activities in one chapter
before moving to the next.
to attain skill or even attempt all activities in one chapter
before moving to the next.
When using chapter 6, it is possible for the teacher to make
continuous observations of the learner’s skill level while
participating in the group activities, and if necessary return
to specifi c individualized activities presented in the previous
chapters for practice and reinforcement of skills.
continuous observations of the learner’s skill level while
participating in the group activities, and if necessary return
to specifi c individualized activities presented in the previous
chapters for practice and reinforcement of skills.
The activities are intended as a guide for the teacher.
The reader should become thoroughly familiar with the
types of activities presented, try them out with learners,
and then make some preliminary decisions regarding the
sequence, level of diffi culty, and their appropriateness for
each learner’s situation.
The reader should become thoroughly familiar with the
types of activities presented, try them out with learners,
and then make some preliminary decisions regarding the
sequence, level of diffi culty, and their appropriateness for
each learner’s situation.
While the development of sound localization skills is
the continuing and dominant objective, the games and
activities presented may be useful in the accomplishment
of several objectives. Many of the games and activities
introduce an element of competition either with members
of the group or with oneself. Since the ability to localize is
related to successful performance, the activity approach is
highly motivating. Of course, in a class of sighted and blind
learners, all derive educational benefi ts from participation.
the continuing and dominant objective, the games and
activities presented may be useful in the accomplishment
of several objectives. Many of the games and activities
introduce an element of competition either with members
of the group or with oneself. Since the ability to localize is
related to successful performance, the activity approach is
highly motivating. Of course, in a class of sighted and blind
learners, all derive educational benefi ts from participation.
Once the focus of the activity is clearly on the development
of sound localization skills, teachers can effectively apply
their own distinctive styles of teaching with no fear of
obscuring the basic objectives.
of sound localization skills, teachers can effectively apply
their own distinctive styles of teaching with no fear of
obscuring the basic objectives.
Familiarization
Before the introduction of formalized activities, the
learner must be familiarized with the sound device.
Since variation in the device’s rate, volume, and tone are
possible, the learner should fi rst become familiar with
these characteristics. Complete familiarization includes the
operation of all controls and recognition of the resulting
effect. The familiarization should be used to decrease fear or
negative feelings. It should also act to reinforce the learner’s
level of awareness and identifi cation. The familiarization
underlies many of the preliminary activities that have been
suggested, but there are also specifi c topics and situations
that will aid in the overall process.
learner must be familiarized with the sound device.
Since variation in the device’s rate, volume, and tone are
possible, the learner should fi rst become familiar with
these characteristics. Complete familiarization includes the
operation of all controls and recognition of the resulting
effect. The familiarization should be used to decrease fear or
negative feelings. It should also act to reinforce the learner’s
level of awareness and identifi cation. The familiarization
underlies many of the preliminary activities that have been
suggested, but there are also specifi c topics and situations
that will aid in the overall process.
Planned learning situations familiarize the learner with
the device’s capabilities.
the device’s capabilities.
1. Introduce the sounds of the device when conducting
sound discrimination activities such as listening to
recorded environmental sounds. These are quite
different from ordinary sounds learners might hear.
recorded environmental sounds. These are quite
different from ordinary sounds learners might hear.
2. Introduce the sounds of the device when discussing
loudness and softness (volume). Demonstrate a loud
signal and a soft signal.
signal and a soft signal.
3. Introduce the sounds of the device in the course of
discussing high and low sounds (pitch or tone). Ask
the learner to discriminate between a high sounding
signal and a lower sounding signal.
the learner to discriminate between a high sounding
signal and a lower sounding signal.
17820 Sound Local.ind 8-9
6/24/05, 11:33:36 AM