How Classroom Acoustic Conditions May Impact Autistic Students: A Review

Abstract

Data about the prevalence of autism worldwide diverge across different censuses. However, with the growing availability of diagnostic assessments, the number of diagnosed autistic persons has been increasing over the years and, with that, also the need for accommodations. One differentiating characteristic of autistic persons compared to those who are not is a hypo- or hypersensitive response to any sensory input, usually referred to as sensory processing disorder. Here we focus on auditory hypersensitivity. In room acoustics, and more specifically in the field of classroom acoustics, it is known that the design of indoor spaces affects speech intelligibility and comprehension for people regardless of their neurological condition, which is essential in learning environments. For autistic persons, high levels of reverberation and background noise may lead to a sensory overload. This situation could be ameliorated with the use of assistive technology or adequate acoustic design. In this paper we present a literature review regarding the impacts of room acoustics on autistic people, how it can be used as an accessibility tool, and propose ideas for work to be done to better identify and resolve acoustic issues for autistic persons in classrooms.