To support auditory access to spoken language the following acoustic enhancements were made to preschool and auditory-oral classrooms:

• Sound isolation music practice rooms were added to the preschool, kindergarten, and speech and language therapy rooms so that individual auditory therapy sessions could be held in a quiet area, free of auditory and visual distractions.  To learn more about the sound isolating rooms contact dschrade@waukesha.k12.wi.us.  To see how the sound isolating rooms are used in the auditory-oral classrooms CLICK HERE.
  
  
• Wall to wall carpeting was installed in all self-contained and regular education classrooms where children with hearing losses are educated at the elementary level.
  
  
• Window treatments were added to all classroom windows to reduce reverberation and to decrease ambient noise levels.
  
  
• Acoustic enhancing 3-M wall tile was added to common walls.
  
  
• In specialist classrooms, tennis balls were added to chair legs to reduce noise levels.
  
  
• Sound field amplification systems were installed in the early childhood 3's, early childhood 4's, kindergarten, and in one regular education per grade level at the primary level.
  
  
•  Portable Radium Tower units by Phonic Ear were purchased for school wide assemblies and for use in specialist's classrooms.
  
  
•  Educational Consultant Audiologist, Mrs. Gail Strong, CCC-A rdwgksgp@execpc.com and the Educational Audiologist, Ms. Ruth Reeder, CCC-A rmreeder@mcw.edu  at Koss Cochlear Implant Center/Medical College of Wisconsin provided on site staff consult managing classroom environments where children with hearing losses could learn to listen and to speak. Collaboration and consult services were also provided  relating to clinical support for children's mapping and to the specific needs of a CI, and HA or a CI +HA user.Daily listening checks of student equipment and speech perception skill checks were incorporated into the school day.
  
  
• Back-up parts for all models and types of cochlear implant equipment were purchased for use during the school day when needed.
  
  
•  A paraprofessional was identified as an on site support person, provided hands-on troubleshooting training, and given a pager so that she could be paged to provide immediate assistance troubleshooting CI's, HA's, and FM systems at the elementary school site.