Classroom Amplification FAQ
Frequently Asked Questions:
What causes high noise levels and other acoustical problems in classrooms?
Who is at risk for learning problems due to poor classroom acoustics?
What are the effects of noise on hearing in the classroom?
What are other effects of poor classroom acoustics?
What actions are being taken to improve 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?
What causes high noise levels and other acoustical problems in classrooms?
- Most noise problems are caused by excessively loud heating-ventilation-air conditioning units (HVAC).
- Other noise sources in the classroom include the lights, AV and electronic equipment, pencil sharpeners, aquariums, and children moving about the room and talking.
- Street and playground noise from outside the building penetrates classrooms.
- Hallway and adjacent classroom noise also infiltrates the classroom.
Who is at risk for learning problems due to poor classroom acoustics?
Crandell, Smaldino & Flexer (1995) identified the following groups of students as at risk for learning problems in the classroom:
- Children with any hearing loss whether unilateral, bilateral, high frequency, minimal, or fluctuating
- Children younger than age 13
- Children who have articulation disorders
- Children who have language learning problems
- Children who have learning disabilities
- Children who are non-native English speakers
- Children who have a history of otitis media
- Children who have auditory processing disorders
Or, about up to 20% of all school-age children
What are the effects of noise on hearing in the classroom?
Noise masks speech sounds → decreased speech perception abilities → decreased comprehension of information → reduced academic achievement increased social-emotional problems
What are other effects of poor classroom acoustics?
- Increased voice fatigue for teachers (Allen, 1995); Iowa study found highest percentage of teacher absences was due to voice-related problems.
- Students' listening effort increases (Ross,1992); the more energy put into just trying to hear the teacher reduces ability to focus on what is being said.
- Developmental factors related to language capacity cause younger children to have more problems than older ones.
- Students with a hearing impairment listen through a filter created by their hearing loss.
- hearing aids amplify all sounds
- assistive technology improves signal-to-noise ratios
- assistive listening devices are a necessity for most students with hearing loss
What actions are being taken to improve classroom acoustics?
- US Architectural and Transportation Barriers Compliance Board (the Access Board) has recommended that the Americans with Disabilities Act (ADA) be amended to improve acoustical accessibility in schools for children
- Petition for rulemaking; Request for Information of Acoustics - June 1, 1998, Federal Register, 63,104
- Response to Petition for Rulemaking on Classroom Acoustics (36 CFR Chapter XI. November 8, 1999) - the Access Board reported that it would support the development of a standard of classroom acoustical design by the American National Standards Institute (ANSI) Committee of Noise (S-12), under the secretariat of the Acoustical Society of American (ASA).
- Final report due to Access Board 5-1-2001; rules to affect new construction, remodeling and potentially other classrooms or buildings as determined by an individual student’s needs
- President Clinton and Congress have legislation pending to promote school facility renovation
- The High Performance Schools Act of 1999 (US Representative Mark Udall, 10/25/99) to promote better learning environments for children and operational efficiency; US Department of Education would administer program
What will it cost to improve classroom acoustics?
- Retrofitting poorly designed HVAC systems or installing wall, ceiling, or floor treatments costs twice to five times more than proper original design and construction.
- While the cost to provide proper acoustical environments is estimated to raise construction costs by 5%, the benefit-to-cost ratio over time when comparing the educational benefits of improved signal-to-noise ratios is estimated to be 40:1 (Lubman & Sutherland, 1999)
What can be done to increase awareness about the problems associated with classroom acoustics?
- Get together school facilities personnel who are responsible for school facility planning, design, and remodeling along with school audiologists, building principals, teachers, parents, and others who are knowledgeable and/or interested in this problem; also include local architectural firms and acoustical engineers.
- Have a meeting to raise awareness of the problems, the pending ADA regulations on classroom acoustics, and to discuss plans for addressing the problem.
What can teachers and schools do to improve acoustical conditions in their classrooms?
- Add carpet or rugs to the floor; if this is not possible, put rubber tips or tennis balls on the chair legs or, use cushions in place of chairs
- Put drapes on windows and walls
- Use cork board on walls for bulletin boards to reduce reflective surfaces
- Use bookshelves as room dividers to create quiet classroom spaces
- Landscape with trees and burms to reduce outside noise
- Close doors to hallways
- Suspend acoustical tile
- Make sure lighting is adequate
For more information on classroom acoustics see: www.classroomacoustics.com
References:
Allen L (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 1995.
Crandell C, Smaldino J, Flexer C (1995) Speech perception in specific populations, Sound-Field FM Amplification, 49-65. San Diego: Singular Publishing Group, Inc.
Lubman D & Sutherland L (1999) Good classroom acoustics are a good investment for America. Invited paper presented at the 138th Annual Meeting of the Acoustical Society of America, Columbus, OH, Nov 1999.
Ross M (1992) Room acoustics and speech perception. In M. Ross (Ed.), FM Auditory training systems: Characteristics, selection, & use, 40-41. Timonium, MD: York Press.
Permission to reprint granted by the Educational Audiology Association Educational Audiology Review 17 (2), Spring 2000
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