Acoustics is one of the major factors that impact language acquisition, concentration, information retention, and general comfort within the environment needed for preparing children for adult life. Students learn by communication, making speaking and listening crucial. Autism Spectrum Disorder (ASD) is a neurodevelopmental condition that could be complex, multifactorial, and pervasive and is widely described under the umbrella term of Neurodiversity. Neurodiversity describes anyone with a different brain process. As the understanding of cognitive and neurosciences increases, the number of people identified as neurodiverse is nearly 30% of the global population. This research examined the available guidelines and standards for learning space with good acoustic quality, conducted expert interviews and a case study of a space designed to meet this guideline, and finally, make performance threshold and material specification recommendations for improvement to ensure better inclusion of students with ASD. The study involved a mixed methods approach using literature review, interviews, case study, and simulation of a school in the south-central part of the United States. The results describe the current solution used to ensure acoustic suitability for students with ASD and the limitations student with ASD encounter in spaces. This research makes design and material recommendations for improving learning spaces and concludes with an increased need for an integrated understanding of acoustics by all players in the design field.
Indoor environmental quality (IEQ) factors in K–12 learning spaces: The impact of acoustic performance on students with autism spectrum disorder
Michael Lekan-Kehinde, Abimbola Asojo, B Sanborn; Indoor environmental quality (IEQ) factors in K–12 learning spaces: The impact of acoustic performance on students with autism spectrum disorder. J. Acoust. Soc. Am. 1 March 2023; 153 (3_supplement): A128. https://doi.org/10.1121/10.0018394
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