Educational premises - room by room
Educational premises constitute a large variety of activities. To support these activities and the pupils and staff, all necessary functional requirements need to be defined.
The combination of these is crucial to your choice of acoustic ceiling and/or wall solutions.
In this section you’ll find per room type:
15 room types
Here you will find the 15 most common room types in educational premises today. They are all typical for a specific activity that places particular demands on the working and learning environment. With this activity as our starting point, we have drawn up the functional requirements that affect the choice of acoustic ceiling. These determine our recommendations for the Ecophon solutions best suited to each room. The recommendations are based on more than 40 years experience and research.
Set requirements for the function of the acoustic ceiling
Educational premises are planned based on a number of functional requirements, founded on the specific wishes of the client and the user.
It is a good idea to formulate the requirements in the programme and design stages, and to make sure that the levels required are clearly described so that they cannot be diluted in the following production phase. The functions address issues such as comfort, safety and maintenance. The functional requirements examined here relate to acoustic ceilings.
Using high standards for sound
In general, planning using high standards for sound is recommended, as this makes it possible for all people to use the room. This is especially pertinent with regard to the requirements of the Disability Discrimination Act. Schools are covered under the new planning duties placed on both schools and Local Authorities as part of the Special Educational Needs and Disability Act; in addition because people other than pupils come into schools, provision needs to be made under the Disability Discrimination Act as service/facility providers. Under these provisions and Section 6 of BB93 (Design and equipment for pupils with special hearing requirements) it is important to provide inclusion. This means that the needs of hearing impaired pupils are considered throughout the school not just in specialist teaching areas. Try to achieve “uniformity in room acoustics” as variations in room acoustics affect behaviour, with people being inclined to raise their voices in rooms with long reverberation times.