Classroom Acoustics

INTRODUCTION

The study of room acoustics is not new and concerns about acoustics have long been a component of the scope of practice in audiology. Building on landmark research dating from the early 1970s, our knowledge base about room acoustics is both broad and deep. The first three articles in this issue of Seminars in Hearing discuss what we know about classroom acoustics. Karen Anderson and Carol Flexer explain the impact of inappropriate classroom acoustics on listening, learning, and literacy. What we know about the effects of classroom acoustics on speech perception is eloquently overviewed in the article by Arthur Boothroyd. Although a thorough understanding of the problem and impact of acoustics in the classroom is germinal, so is an understanding of solutions to improve classroom acoustics. Although audiologists are well aware of basic room modifications and the use of signal-to-noise ratio-enhancing technologies to ameliorate acoustic problems, they are less familiar with the modifications that might be considered by an acoustic consultant. Gary Siebein considers solutions to classroom acoustic problems from the viewpoint of an acoustical architect. The co-chairs of the American National Standards Institute (ANSI) working group that produced the new ANSI standard concerning classroom acoustics, Lou Sutherland and David Lubman, lead us through the process that resulted in the actual setting down of specifics about what constitutes and how to achieve appropriate acoustics for effective listening, accurate speech perception, and learning in a classroom environment. The existence of a national acoustic standard for classroom acoustics brings together professionals who worked together only tangentially, if at all, in the past. Smaldino, Doggett, and Thunder take on the job of explaining the complementary roles of audiologists and acoustical consultants in solving classroom acoustic problems. Kreisman, Crandell, and Smaldino outline classroom acoustic measurement techniques that are in the purview of the audiologist. Finally, Crandell, Smaldino, Kreisman, and Kreisman review some of the methods that can be used to establish efficacy of attempts to improve classroom acoustics.

It is hoped that the reader will be inspired by the information provided in this issue, encouraged to become an advocate for good room acoustics, and motivated to become actively involved in making good room acoustics available for every child in every classroom.