Acoustics

Impact of poor acoustics

Several studies and written reports over the last 40-50 years have shown the extent to which poor classroom acoustics impact negatively on children’s learning performance.

The research of Ross (1972) and Ross, Giolas & Carver (1973) presented, for the first time, powerful evidence of the effect of classroom conditions on speech intelligibility. When these research studies were undertaken, there were no articles available dealing with the behaviour of sound in a classroom and its impact on children and nothing on reverberation time and critical distance.

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Supporting good room acoustics

Historically schools were built without regard for the need of good acoustics and listening conditions.

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Other References

References

Boothroyd, A. (2002) Room Acoustics and Speech Perception, Seminars in Hearing

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BATOD Magazine Articles

In the BATOD Magazine there have been articles presented by Qualified Teachers of Deaf Children and Young People and other professionals in deaf education that prove useful in supporting the provision of better acoustics or supportive technology such as assistive listening devices and soundfield systems. The research links provide the academic evidence.

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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

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Acoustics, listening and learning

Room acoustics describes how sound behaves within a closed space. In a classroom, the acoustics of the room influence speech intelligibility, and a classroom with good acoustics and good listening conditions will benefit everyone; children and young people (CYP), teachers and support staff.

Some CYP in educational settings may not make the progress of which they are capable because they cannot consistently hear speech clearly. 

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