Acoustics as a route to inclusion

Time: 15:00 - 16:00

Date: Day 2


Sound solutions for assisted learning needs

Speaker: Shane Cryer, AMIOA – Concept Developer, Education, Saint-Gobain Ecophon

If you have ASD, a hearing impairment, ADHD or SEMH challenges, what impact could a noisy classroom have on your well-being and your ability to focus, learn and memorise? Ultimately, the acoustic environment will impact on educational confidence, attainment and career aspirations.

Using examples such as the inclusive refurbishment at Winchester Science Centre, the Stephen Heppell case study and VR technology, this presentation will provide practical acoustic solutions to level the learning playingfield utilising before and after sound files.

Learning Points:

1. Sound isn’t the same for all of us
2. Why is Low Frequency sound a problem and how to deal with it.
3. Practical solutions to correct a poor sound environemnt in: a refurbishment, a new build (inc. exposed soffit scenarios) and modular buildings


Acoustics for inclusive learning – are we living up to our promises?

Speaker: Adrian James, Director, Adrian James Acoustics Ltd

A great deal has been written about acoustic criteria for children with special hearing and communication needs, but little about the practicalities of delivering these or of monitoring the results. In this paper, Adrian James will briefly review the acoustic requirements in DfE Building Bulletin 93; compare these with those in other countries; and review the different extents to which those requirements are being met in new and refurbished schools in England, Wales, Scotland and Northern Ireland, looking at examples of everyday delivery rather than some of the widely publicised “flagship projects”. Adrian will also consider the reasons why current methods of school procurement result in so many schools not delivering acoustic inclusivity, and suggests some simple ways in which this could be improved.

Learning Points: 

1 – Why acoustics is important for inclusive learning
2 – How the UK’s theoretical criteria and practical delivery compares with other countries
3 – How current school procurement methods affect delivery of inclusive learning environments, and what we can do to improve this



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