Acoustics - listening and learning

Revised version: Contributions by members of the ALTWG (Stuart Whyte, Brian Copsey, James Mander) including Educational Audiologists from the professional associations; British Association of Educational Audiologists (BAEA) (Claire Bateson, Anne Bailey) and BATOD (Teresa Quail). Thank you to original authors of the original Acoustics MESHGuide: Ann Underwood, Roger Turner, Stuart Whyte, Joy Rosenberg, Pauline Cobbold, Gill Weston| View as single page | Comment/Feedback
Acoustics - listening and learning
Evidence
Background
Context
Interventions
Case studies
10 important things to know
Supporting good room acoustics
Speech acoustics
10 questions and answers
Adding acoustic materials
Good listening environments
Impact of poor acoustics
Classroom acoustics
Managing noise
Using soundfield systems
BATOD articles
Improvements
Acoustic guidance
Acoustic materials
ALDs with soundfield
References
Soundfield systems
Manufacturers’ websites
Terminology
ALDs with soundfield systems
BATOD Resources
Strength of Evidence
Transferability
Editors' Comments
Areas for further research
Online community

Context

This column provides information on the characteristics of the transmission of voice, what is considered to be a good acoustic environment, and information on speech intelligibility.

In order to appreciate the problems associated with poor acoustics, it is necessary to understand the human and physical components of the acoustic environment. It also sets out the soundscape in which we all work and the acoustic standards that have been determined to ensure teachers and pupils can work effectively in the education environment.

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