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Delaware Assistive Technology Initiative

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Volume 11, Issue 2: Spring 2003

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Frequently Asked Questions
About Classroom Acoustics

What causes high noise levels and other acoustical problems in classrooms?

Who is at risk for learning problems due to poor classroom acoustics?

Crandell, Smaldino, and Flexer (1995) identified the following groups of students as at risk for learning problems in the classroom:

Collectively, this represents about 20% of all school-age children.

What are the effects of noise on hearing in the classroom?

What are other effects of poor classroom acoustics?

What will it cost to improve classroom acoustics?

What can be done to increase awareness about the problems associated with classroom acoustics?

What can teachers and schools do to improve acoustical conditions in their classrooms?

References

Allen, I. (1995). The effect sound field amplification has on teacher vocal abuse problems. Paper presented at the Educational Audiology Association Summer Conference, Lake Lure, NC, June 1993.

Crandall, C., Smaldino, J., & Flexer, C. (1995). Speech perception in specific populations. In C. Crandall, J. Smaldino, & C. Flexer (Eds.), Sound field FM amplification (pp. 49–65). San Diego: Singular Publishing.

Lubman, D., & Sutherland, I. (November, 1999). Good classroom acoustics are a good investment for America. Paper presented at the 138th Annual Meeting of the Acoustical Society of America, Columbus, OH.

Ross, M. (1992). Room acoustics and speech perception. In M. Ross (Ed.), FM auditory training systems: Characteristics, selection & use (pp. 40–41). Timonium, MD: York Press.

This information was excerpted with permission from Appropriate School Facilities for Students with Speech-Language-Hearing Disorders, a technical report published by the American Speech-Language-Hearing Association in 2002.

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