Acoustics: Hearing, Listening and Learning


Roger Turner, Ann Underwood, Stuart Whyte, Joy Rosenberg



Abstract / Introduction

This MESH Guide has been designed to cover a wide range of issues associated with classroom acoustics in schools and the impact the quality of speech intelligibility has on deaf children’s learning in particular. It presents the most up-to-date research in an easily accessible way, thus enabling all readers to understand the topic, discover the key characteristics of the issues surrounding the topic and, where appropriate, to determine policy and practice in schools. It is intended to stimulate increased understanding in the importance of providing excellent acoustics and will hopefully lead to improvements in classroom acoustics where necessary. The intention is that all children and young people, including those with any level of deafness, will be able to enjoy the best possible quality sound reception.

Strength of Evidence

Collective research, knowledge and practice of BATOD members and others interested and involved in all areas of improving education for the deaf worldwide. This advice is generally applicable to providing good listening conditions in all learning environments.

Transferability across countries and settings

The collected information and advice is intended to encourage and provide evidence for the provision of good listening conditions in learning environments for ALL learners and especially for children with hearing and communication needs.

Date of publication
1 May 2015
Date of revision
1 May 2018
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