A field study on the acoustic environment of special-needs education classrooms

Kanako Ueno, Saki Noguchi, Hidetoshi Takahashi

Research output: Contribution to journalArticle

Abstract

A child with a developmental disability, such as autism spectrum disorder, has a high possibility of having atypical sensorial characteristics. Indeed, children with autism spectrum disorder often face great difficulties while listening to teachers’ instructions in noisy environments. Moreover, since some of their hearing is highly sensitive, specific or loud sounds may induce problematic behaviors. It is necessary to determine the acoustic requirements of a classroom by considering the atypical hearing properties of such children. In this study, we investigated the acoustic problems of schoolrooms for special-needs education and the methods to improve their sound environment. First, a questionnaire survey was conducted on the supervising teachers of the special-needs education class, and the children’s disorders, hearing properties, and problems caused by the acoustic environment were examined. Simultaneously, an observational survey of the school was performed and acoustic problems were overviewed. Second, as a means to find a method to improve the problems caused by sound, a small calming space was constructed with metal frames surrounded by sound-absorbing material. It was experimentally placed in a classroom so that children could take refuge in the quiet environment. The effectiveness of the space was investigated by an observational survey of the classroom and an interview survey of the teachers.

Original languageEnglish
Pages (from-to)263-274
Number of pages12
JournalBuilding Acoustics
Volume26
Issue number4
DOIs
Publication statusPublished - 1 Dec 2019

Fingerprint

Audition
education
Education
Acoustics
Acoustic waves
acoustics
instructors
hearing
disorders
disabilities
Metals
requirements
metals

Keywords

  • autism-friendly design
  • classroom acoustics
  • noisy environment
  • questionnaire survey
  • Special-needs education

Cite this

Ueno, Kanako ; Noguchi, Saki ; Takahashi, Hidetoshi. / A field study on the acoustic environment of special-needs education classrooms. In: Building Acoustics. 2019 ; Vol. 26, No. 4. pp. 263-274.
@article{a9d29cc0baa048cba73bfc5cd2fe3d76,
title = "A field study on the acoustic environment of special-needs education classrooms",
abstract = "A child with a developmental disability, such as autism spectrum disorder, has a high possibility of having atypical sensorial characteristics. Indeed, children with autism spectrum disorder often face great difficulties while listening to teachers’ instructions in noisy environments. Moreover, since some of their hearing is highly sensitive, specific or loud sounds may induce problematic behaviors. It is necessary to determine the acoustic requirements of a classroom by considering the atypical hearing properties of such children. In this study, we investigated the acoustic problems of schoolrooms for special-needs education and the methods to improve their sound environment. First, a questionnaire survey was conducted on the supervising teachers of the special-needs education class, and the children’s disorders, hearing properties, and problems caused by the acoustic environment were examined. Simultaneously, an observational survey of the school was performed and acoustic problems were overviewed. Second, as a means to find a method to improve the problems caused by sound, a small calming space was constructed with metal frames surrounded by sound-absorbing material. It was experimentally placed in a classroom so that children could take refuge in the quiet environment. The effectiveness of the space was investigated by an observational survey of the classroom and an interview survey of the teachers.",
keywords = "autism-friendly design, classroom acoustics, noisy environment, questionnaire survey, Special-needs education",
author = "Kanako Ueno and Saki Noguchi and Hidetoshi Takahashi",
year = "2019",
month = "12",
day = "1",
doi = "10.1177/1351010X19877545",
language = "English",
volume = "26",
pages = "263--274",
journal = "Building Acoustics",
issn = "1351-010X",
publisher = "SAGE Publications Inc.",
number = "4",

}

A field study on the acoustic environment of special-needs education classrooms. / Ueno, Kanako; Noguchi, Saki; Takahashi, Hidetoshi.

In: Building Acoustics, Vol. 26, No. 4, 01.12.2019, p. 263-274.

Research output: Contribution to journalArticle

TY - JOUR

T1 - A field study on the acoustic environment of special-needs education classrooms

AU - Ueno, Kanako

AU - Noguchi, Saki

AU - Takahashi, Hidetoshi

PY - 2019/12/1

Y1 - 2019/12/1

N2 - A child with a developmental disability, such as autism spectrum disorder, has a high possibility of having atypical sensorial characteristics. Indeed, children with autism spectrum disorder often face great difficulties while listening to teachers’ instructions in noisy environments. Moreover, since some of their hearing is highly sensitive, specific or loud sounds may induce problematic behaviors. It is necessary to determine the acoustic requirements of a classroom by considering the atypical hearing properties of such children. In this study, we investigated the acoustic problems of schoolrooms for special-needs education and the methods to improve their sound environment. First, a questionnaire survey was conducted on the supervising teachers of the special-needs education class, and the children’s disorders, hearing properties, and problems caused by the acoustic environment were examined. Simultaneously, an observational survey of the school was performed and acoustic problems were overviewed. Second, as a means to find a method to improve the problems caused by sound, a small calming space was constructed with metal frames surrounded by sound-absorbing material. It was experimentally placed in a classroom so that children could take refuge in the quiet environment. The effectiveness of the space was investigated by an observational survey of the classroom and an interview survey of the teachers.

AB - A child with a developmental disability, such as autism spectrum disorder, has a high possibility of having atypical sensorial characteristics. Indeed, children with autism spectrum disorder often face great difficulties while listening to teachers’ instructions in noisy environments. Moreover, since some of their hearing is highly sensitive, specific or loud sounds may induce problematic behaviors. It is necessary to determine the acoustic requirements of a classroom by considering the atypical hearing properties of such children. In this study, we investigated the acoustic problems of schoolrooms for special-needs education and the methods to improve their sound environment. First, a questionnaire survey was conducted on the supervising teachers of the special-needs education class, and the children’s disorders, hearing properties, and problems caused by the acoustic environment were examined. Simultaneously, an observational survey of the school was performed and acoustic problems were overviewed. Second, as a means to find a method to improve the problems caused by sound, a small calming space was constructed with metal frames surrounded by sound-absorbing material. It was experimentally placed in a classroom so that children could take refuge in the quiet environment. The effectiveness of the space was investigated by an observational survey of the classroom and an interview survey of the teachers.

KW - autism-friendly design

KW - classroom acoustics

KW - noisy environment

KW - questionnaire survey

KW - Special-needs education

UR - http://www.scopus.com/inward/record.url?scp=85074209536&partnerID=8YFLogxK

U2 - 10.1177/1351010X19877545

DO - 10.1177/1351010X19877545

M3 - Article

AN - SCOPUS:85074209536

VL - 26

SP - 263

EP - 274

JO - Building Acoustics

JF - Building Acoustics

SN - 1351-010X

IS - 4

ER -