Acoustics - hearing, listening and learning: Guide

Ann Underwood, Roger Turner, Stuart Whyte, Joy Rosenberg, Pauline Cobbold, Gill Weston | View as single page | Comment/Feedback
Acoustics - hearing, listening and learning
Evidence
Background
Context
Interventions
Case studies
10 important things to know about acoustic accessibility
A history of poor acoustics
Speech/voice acoustics
10 questions to answer about acoustic accessibility
Adding Acoustic materials
Importance of good listening environments
Impact of poor acoustics
Classroom acoustics
Managing Noise: some sound advice
Using Soundfield Systems/Classroom Audio Distribution Systems
BATOD magazine articles
Improvements
Acoustic standards and guidance
Acoustic materials
Using Personal Radio Aid systems with Soundfield
Other References
Soundfield Systems /CADS
From the Manufacturers’ websites
Terminology
Personal Radio Aids with soundfield systems for deaf children
BATOD Foundation conference proceedings
Strength of Evidence
Transferability
Editors' Comments
Areas for further research
Online community

Soundfield Systems/CADS (Classroom Audio Distribution Systems)

Soundfield systems and CADS aim to evenly distribute the sound of the teacher’s voice, around the room, by means of a microphone and a speaker or speakers, so that all pupils can hear the teacher clearly. Research has shown that the use of soundfield systems can improve concentration of pupils, improve academic performance, keep noise levels down, improve behaviour, and especially benefit those with specific learning needs or sensory impairment.

Front Row have produced a ‘white paper’ - 8 Reasons it's Hard to Learn in your classroom, which explains why pupils find it hard to learn in poor listening conditions, and how using a soundfield system can improve things.

Over the past twenty-five to thirty years Soundfield/ CADS technologies have been progressively developed and refined to facilitate high quality speech intelligibility for all pupils, whatever their quality of hearing. Details of these developments along with the consideration of research evidence findings can be found in the following publications:

  • Preston, C., Younie, S. and Turner, R. (2015) ‘Listening to Learn: an evaluation of classroom audio distribution technology for enriching teaching and learning’ A MirandaNet Fellowship publication in association with Lightspeed Technologies

  • Smaldino, J. and Flexer, C.(ed.) (2012) ‘Handbook of Acoustic Accessibility: Best Practices for Listening, Learning and Literacy in the Classroom’. New York: Thieme Medical Publishers (ISBN 978-1-60406-765-1)

  • Behaviour - Maag J.W. & Anderson J.M. 2006. ‘Effects of Sound-Field Amplification to Increase Compliance of Students with Emotional and Behavior Disorders.’ Behavioral Disorders, 31(4), 378-393.

  • Communication - Cornwell S. & Evans C.J. (2001)‘The effects of sound-field amplification on attending behaviours’. Journal of Speech-Language Pathology & Audiology, 25(3), 135-144.

  • Social/emotional/mental health - Klatte M., Hellbrück J., Seidel J., Leistner P. (2010). ‘Effects of classroom acoustics on performance and well-being in elementary school children.’ Fraunhofer Journal Article: eb 42 (2010), No 5, pp.659-692

 

Below is a list of suppliers’ websites that carry research and reports about that company’s products in relation to this topic.

 

 

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