Sound amplification in school contexts

Abstract

Communicating and learning in a classroom with poor acoustics is more difficult than in a classroom with good acoustics. Most Australian classrooms do not meet recommended acoustic standards, making it more difficult for students to attend and listen to the teacher’s voice, and students experiencing difficulties processing auditory information can be further disadvantaged. This is an important consideration when teaching students on the autism spectrum who frequently have difficulties with the sensory processing of auditory information and may become overwhelmed. The Improving Classroom Acoustics project investigated the impact of sound field amplification (SFA) systems on the learning, communication, and participation of students on the spectrum. This chapter describes how SFA is consistent with the principles of Universal Design for Learning. A theoretical discussion on the importance of classroom acoustics to the auditory and speech processing abilities of students, their wellbeing, and classroom performance positions the reasoning behind the project. Student performance after periods of learning in classrooms with SFA and without SFA is reported, as well as ways in which teachers can readily evaluate the acoustic qualities of their classrooms and implement strategies to improve these qualities. Potential implications of poor classroom acoustics on teacher communication are also introduced.