Classroom Acoustics Impact Learners and Educators Alike

We have known for many years that children with hearing impairments often struggle in a noisy classroom environment. Mounting evidence, however, suggests that the acoustic environment in the classroom can affect the well-being of all students—as well as that of their teachers. A significant number of schools suffer from inferior classroom acoustics, yet school administrators are often unaware of the problems, unclear about how to rectify them, or reluctant to commit the resources necessary to improve the listening environment.

The American Speech-Language-Hearing Association (ASHA) maintains that “noisy classrooms present architectural barriers to children and adults in much the same way as physical barriers prohibit access by the physically challenged” (2002, p. 5). ASHA has recently published excellent guidelines for creating optimal learning and assessment environments for students. In addition, a partnership between the Access Board and the Acoustical Society of America (ASA) has resulted in the development of a standard for acoustics in classrooms. The standard, completed just last year, has been approved as ANSI/ASA 212.60-2002, Acoustical Performance Criteria, Design Requirements and Guidelines for Schools. It sets specific criteria for maximum background noise and reverberation, and is available from the ASA (see resource list on Page 6). At this time, compliance with the standard is voluntary. However, school systems may require compliance with the standard as part of their construction specifications for new schools, thus making the design team responsible for addressing the issues.

Frequently-Asked Questions About Classroom Acoustics

In the pages that follow, you will:

• Find answers to frequently-asked questions about classroom acoustics
• Read a parent’s account of his quest for a conducive classroom environment for his child; and
• Learn about an initiative in Colonial School District to improve classroom acoustics using technology.

References

Asha. (2002). Technical report: Appropriate school facilities for students with speech-language-hearing disorders. Asha Supplement, 23.