school for everyone

8/6/2019 School for Everyone

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Our sincere thanks to each of these individuals and to the teachers, students and parents whose insights formed the very heart of this study.

We would like to thank the many people who participated in the creation of this manual and website. First and foremost, we want to

acknowledge the support of our funder, The New Jersey Council on Developmental Disabilities.

This manual is a compilation of ideas, insights and observations, gleaned from a wide variety of sources. Informants included regular classroom

and special education teachers, school administrators, school specialists (such as therapists, social workers, and learning consultants), students

with and without disabilities and, students’ aides and parents of students with disabilities. Over 150 individuals took the time to meet with us

in both individual and group settings to share their experiences concerning what supported and what hindered the inclusion of students with

disabilities in their neighborhood schools. We want to thank each of these individuals their insights and advice.

School Superintendents, Planners, Special Education and Special Services administrators paved the way for us into their districts and schools

by helping select which schools to include, arranging meetings with their district’s or school’s child study teams, and with the schools’ Principals

and Inclusion Specialists. We are particularly grateful to the Principals and Inclusion Specialists who dealt patiently with the cumbersome

process of obtaining informed consents and student assents. They welcomed us into their schools and worked around the demanding schedules

of the teachers and students’ so we could meet with them. We could not have conducted this project without their assistance and we are

extremely grateful for their enthusiastic efforts on behalf of this study and in the service of successful inclusion.

Chapter 1 - Background

Chapter 2 - Design Goals & Principles

Chapter 3 - Methods

Chapter 4 - Entrances & Exits

Chapter 5 - Circulation Space

Chapter 6 - The Classroom

Chapter 7 - Bathrooms

Chapter 8 - Auditorium

Chapter 9 - Cafeterias

Chapter 10 - Gymnasiums

Chapter 11 - Playgrounds

Specically, we would like to acknowledge the cooperation of the following persons, school districts, and schools:

Dr. Charles T. Epps, Superintendent; Dr. Priscilla Petrosky, Associate Superintendent; Diana Petolino, Educational Planner;

Isabel Cruz and Nancy Pollio at Jersey City Board of Education.

Mr. David Mooij, Superintendent; Donald M. Frangipane, Facility Engineer; and Kathleen M. Skelton, Director of Special

Services, at Neptune Township School District.

Dr. Shelley Schneider, Superintendent; Dr. Richard A. Shain, Director of Special Services; Ms. Nora Zielinski, Special

Education Supervisor; and Mr. Esteban Garcia, Educational Facilities Manager, at Millville Public Schools.

Dr. Anna Ortiz-Rivas, Principal and Ms. Ann Santilli, Inclusion Specialist at Ezra Nolan Middle School 40 in Jersey City.

Mr. Wallace DeFilippo, Principal at Frank Conwell Middle School 4 in Jersey City.

Dr. Arlene Rogo, Principal and Shari Crowley at Summereld Elementary School in Neptune Township.

Mr. Benedict P. Yennella, Principal at Green Grove Elementary School in Neptune Township.

Ms. JoAnn D. Burns, Principal and Ms. Claire Punda, Vice Principal at the Millville Child Family Center.

Dr. Christie Thompson, Principal at Millville Senior High School.



Aknowledgements

In our work with environments for people with disabilities, we have found that the physical de

a space can support or undermine its intended use. A small pilot project that we conducted in

that the impact of des ign on schools meant for inclusion was no exception. In this current pro

more thoroughly explored how elements of school architecture impact inclusion.

As in our other investigations, we relied on direct input from those who use the school on a da

basis: students, parents, educators, and administrators. From this input and our professional

experience we created this manual, A School for Everyone, and its accompanying website, which w

guide the reader through all areas of the school.

The authors hope that you will nd this manual useful. Your feedback would be very much

appreciated and an evaluation form can be found at the end of this manual to obtain that fee

Your responses will be used to inform our current and future research. Please share your own

experience, thoughts and questions with us.

Future Research

The New Jersey Council on Developmental Disabilities has provided the researchers with a se

year of funding for this project. During Year 2 the research will focus on schools that have bee

designed and/or retrotted especially for students with disabilities. The researchers will use th

same methods to do a parallel investigation to identify aspects of the design and furnishings th

support students, as well as detract from their educational experience. The research will explo

commonalities and differences both within special education settings and between special edu

and inclusive design facilities. Particular attention will be paid to how design strategies employ

in schools designed for students with disabilities might be transferred to inclusive settings. The

information gathered from this second year of study will be used to augment and update both

School for Everyone manual and the website. The enhanced results will also be presented and dis

in workshop presentations for educators, architects and facilities planners, learning consultant

social workers, students, and parents of students with disabilities.

Inclusion is the wave and the hope for the future for education and students with disabilities. The

Individuals with Disabilities Education Act (IDEA), a federally-based civil rights law which states that

children with disabilities are legally entitled to free appropriate public education in the least restrictive

environment possible, promotes full participation and inclusion of children with disabilities. Inclusion is

broadly dened as the integration of all students, including those with severe disabilities, into high-quality,

age appropriate, general education classrooms (Salend & Duhaney, 1999). The guiding principle of

inclusion is the belief that all students are capable of learning when given appropriate support, attention

and resources. The inclusive school is the least-restrictive environment for many students with disabilities.



Site visits and meetings with school superintendents, principals and educational and

facilities planners, special services providers and inclusion specialists in each of the

three districts.

Comprehensive tours of potential schools to be studied and selection of a newly

constructed school and an existing school in each of the three districts.

Observations in all key areas of each school.

In-school interviews with inclusion teachers, teachers of specialized subjects (art,

music, physical education, etc.), learning consultants, therapists, social workers and

school psychologists.

Focus groups with students both with and without disabilities.

In-school interviews with students with disabilities.

Focus groups, in-school and phone interviews with parents of students with

disabilities.

Photo-documentation of schools.

In either interviews or focus groups, participants were asked to

describe what design features improved and detracted from the

teaching and/or learning experience in various areas of the

school. The process began by looking at each area in the same

order it was experienced on a typical school day. The site itself

and how vehicles and pedestrians approached the school was

the rst topic examined, followe d by an imaginary, and, in some

cases, an actual “walk-through” the school. E ntrances and exits,

the lobbies and how various users accessed the school building

were among the interview topics. Participants also discussed the

circulation patterns: corridors, ramps, stairs and elevators and

what made waynding easier or harder. Classrooms received

special attention because students and teachers spend so much

time in this space, and their impact on the quality of both the

teaching and learning experience is so signicant. Cafeterias,

auditoriums, gymnasiums and gross motor rooms, libraries,

science, computer and life skills labs were analyzed. Students

and education specialists critiqued therapy and resource rooms.

After participants had described the positive and negative

aspects of each space, they rated how well each space worked.

Following this “walk-through”, participants were asked about

an array of desig n elements including furnishings, lighting,

acoustics, retreat and pull-out areas, and features designed to

reduce glare and distractions, and improve waynding.

The wealth of information provided by these user-based sources

was compiled with our observations and literature-based ndings

and used to create this manual, workshop presentations, and a

website to facilitate the sharing and discussion of the ndings

from this research project.

In this study, the researchers targeted six schools in three Abbott districts in northern, central

and southern New Jersey. Jersey City provided an urban setting in the northern pa rt of the state,

Neptune was the study’s suburban, centrally-located district, and Millville provided a relatively

rural location in southern New Jersey. In each of these districts, the researchers focused on two

schools: a new facility constructed by the New Jersey Schools Development Authority and an

existing school in the same district. The study began with a review of the literature, and then

proceeded to a multi-tiered methodology that included:

Over 150 administrators, education professionals, teachers, students, aides and paraprofessionals, andparents participated in interviews and focus groups.



Vehicular Approach to the Building

Many of the parents that participated in the study were not as

familiar with the school building as the respondents who spent their

entire day there. However, nearly all of the parents were familiar

with the vehicular approach to the building and they had clear

ideas about why it worked or did not work. While principals and

other administrators were well aware of the issues surrounding the

site design and the vehicular access to the school building, parents

were the most fervent respondents on this issue.

Their recommendations and the authors’ observations include:

Having separate bus and car driveways reduces congestion.

The drop off points for buses and private vehicles should be

near the main student entrance to the school.

Having a driveway/drop-off area that allows

to drop off students simultaneously reduces co

students generally arrive at school around the

students with disabilities get to their classes on

Ensure that there are enough van-accessible p

and handicapped parking spaces in general. T

important when the students are young childre

dropping them off will want to park and acco

the building.

There should be a common drop off point for

private vehicle and a second drop off point for

by buses – any drop off area for people with d

integrated into the overall drop off area for th

There should be a covered vehicular drop off

entrance, especially important for students usi

Entrances and exits are the

introduction to the building. A

welcoming building provides a main

entrance that can be used by all the

building occupants and all their guests.

If the school building’s entrances

facilitate the inclusion of students with

disabilities, this is a clue that the interior

of the building will also be responsive

to the needs of all users, whether they

happen to have disabilities or not.



Wide doorways with doors that open electronically

or automatically should be provided. It is usually

impossible for people in wheelchairs or even people

who use less restrictive mobility devices, such as walkers,

arm canes, etc., to manually open a side-hinged door.

Doors should also be equipped with a sensor device

so that the door does not close on someone who needs

extra time to get through the doorway. Avoid center

door frames on double doors since they reduce the

clear opening of the doors.

Doors that do not open automatically should not be

too heavy – otherwise small children and students with

disabilities that cause low muscle tone (such as Down

syndrome) cannot open the door.

Plans/layouts where the ofce is visible from the

front door and where there is a direct line of sight

between the front door and the reception area/

ofce are helpful because:

• It is easy to monitor who is entering and exiting the building.

• The door can be kept locked for security, and people can be

“buzzed in/out”.

• People entering the building who are unfamiliar with the

school, can easily nd the main ofce and reception area.

This prevents visitors from wandering around the building

while looking for the ofce.

Large lobbies where classes and other groups can congregate

and where there is room for a security/sign-in desk are helpful.

This prevents a “log jam” at the front door and makes for a safer

environment for people who can easily be pushed or jostled.

Avoid, as much as possible, major changes

between exterior and interior spaces at doo

students with low vision, abrupt changes in

be difcult to adapt to and may temporaril

Incremental changes are easier and will all

low-vision, any aging users, and other visito

to different light levels.

Most teachers in one-level buildings who h

exterior doors liked this feature very much

they were helpful and improved accessibilire drills less onerous and overwhelming to

disabilities – especially students with sensor

nd noise and activity overwhelming. How

exterior doors need a locking system that th

and that cannot be accessed by students.

If ra mps are necessary to access the entrance, they should

be an integral part of the desig n, ideally a sculptural element

of the design. Ramps should either take the place of steps or

provide an adjacent alternative to steps that is equally, if not

more, convenient for all users.

All students should be able to use the same means of egress

and every entry/exit should be accessible. In older schools,

designs often give some students (usually those without

orthopedic disabilitie s) easy means of egress, while forcing

students who need an accessible entry to use a round-about

route. In addition to being inconvenient at best, any design

that forces people to sort themselves according to whether or

not they have a disability only serves to stigmatize and draw

attention to the minority group.

10

The design of entra nces cannot be discussed without also

talking about security. School doors are monitored by

security personnel or by receptionists who unlock them

remotely for visitors. Consequently, recommendations focus

on both accessibility and security:



A constant concern voiced throughout the research focused on an important, but often neglected, area of

the building: the hallways and other circulation space. Circulation, in a school building, does not involve

the constant, steady stream of trafc that most public buildings, including ofce buildings, support. In a

school building, everything happens at once. Students arrive at roughly the same time, enter the building

as a group, and go to their classes. When the bell rings signaling the end of a period, most of the people

in the building pick up their belongings and move from one room, through the (formerly empty) corridors,

to another. This puts a heavy load on the halls and corridors, and to respond to these sudden surges of

activity and use throughout the day, hallways and other circulation paths need careful planning. Teachers

and other participants felt that school corridor s needed to be wider and big ger for all students but especially

for inclusion students since the impact of crowded space could be more profound for them.

The crowdedness and chaos of the corridor precludes,

in many respects, the ability to maneuver a wheelchair

safely in the hall without colliding with other students.

In most school corridors, there is just not sufcient room

for a wheelchair user to make his or her way through the

congestion and chaos in the typical school corridor when

students are changing classes.

Students with limited mobility, impaired

impairments and who may use other typ

devices, such as canes, walkers, arm cane

leg braces are also in danger of being jos

knocked down by the crowd.

Visually impaired students, who may walk

not perceive on-coming dangers, may also

jostled, bumped, and pushed onto the oor

Hearing impaired students may become di

overwhelmed by the noise and boisterousn

changing classes. They may have to turn o

to better regulate what would otherwise be

overwhelming commotion and din.

Students with Asperger’s, autism, ADHD an

and information processing issues may beco

overwhelmed, or loose their focus in a corrid

and overwhelming, or a circulation system t

complex or difcult to understand.

Students with behavioral issues may react ag

someone walks or runs into them in a crowd

Students with orthopedic disabilities or bala

have to leave class early to avoid the crowde

get to their next class safely. This means that

teaching time and the early departures and

and stigmatize them. They also need extra r

to wait outside their next classroom until the

the previous class exit.

Transferring to classes by themselves also de

normal school experience of walking throug

exchanging greetings, quips and high-ves w

Size/Crowding

Hallway size impacts students with disabilities

in a variety of ways. For students with physical

disabilities, crowded corridors create several issues:

Students with vision and hearing disab

face a somewhat similar challenge:

Implications



Widen corridors beyond the typical 8-9 feet currently in use. Corridors

should be able to easily handle two-way trafc.

Break up corridor lengths. This will reduce travel time and also

discourage students from running through the halls.

Keep corridors a consistent width. Corridors that expand and contract

create bottlenecks. This can make students late for class as well as cause

overcrowding, over-stimulation, ared tensions and make it very difcult

for students with disabilities to make it through the crowd, especially

students with mobility and sensory problems.

Blind corners can be a hazard. Students who walk at a fast pace or turn

corners quickly do not see the trafc in the intersecting hallway. This can

lead to congestion, bumping, collisions, and altercations.

Consider rounding or angling corners so there is a sight line to the

intersecting corridor.

Select large, easy to read room number and room identication

signs and hang them on a background that provides maximum

contrast.

Install directories at major choice points indicating what

rooms/functions are down each corridor or wing.

Install easy-to-read oor plans (with “You are here” indicators) at

major choice points such as building entries, at the tops of stairs,

hallway intersections, the beginning of a wing or a pod, etc.

Install land-marking cues at each doorway, particularly in

schools or areas of schools where there are small children.

Display boards and cases are good ways to create visual

landmarks while also showcasing students’ work, what is

happening in the classes, or past accomplishments of the school.

Color code oors, wings or pods and sections of buildings to

help with orientation.

Most importantly, design a legible corridor system that is

simple and predictable and easy to understand. Use colors,

materials, landmarks and signage to provide redundant cues (a

combination of signage, color coordination and landmarks) that

reinforce one another.

All hallways and passageways should be fre

for students with visual impairments.

Inset water fountains. Students with visual

can walk into them and some teachers repo

fountains may distract some students with a

Inset doorways so no one walks into an ope

door, or directly out onto a busy hallway.

If there are obstructions or “bump-outs” in

contrasting colors or materials to call attent

Lockers are typically difcult to reach by so

wheelchair. In the typical one over one lock

locker is too low and the upper locker is too

installing low shelves as well as high shelves

Consider locks and latches that can be easil

students with visual and hand impairments

Resilient ooring that has some cushioning or exibility upon impact

is easier on legs and backs during general ambulation. It will also

cushion a fall.

Students with some disabilities may throw themselves against walls.

Padding may be needed on walls in certain areas of the school.

Pictures on oor help young students identify their room14

Corridors should be well lit with consistent light levels.

Select a lighting system that does not cast glare onto the oor

or the walls.

Public address systems should be clearly audible in

all corridors and stairwells.

Design Recommendations.

Lighting/ Technical

Finishes

Recommendations: Obstacles

Waynding

Navigating through a large school, with multiple oors and wings,

long halls, numerous decision points, e tc. can be an overwhelming

experience for students with visual and intellectual disabilities as

well as for visitors. Directional paths, overall location within the

school and room identication should be clearly legible at all times.

Students, staff a nd visitors should know where they are, where they

are heading and when they have reached their destination.



There is always a problem if a school has only one elevator

and that elevator is out of order. Students who rely on the

elevator cannot get to class. Id eally, a school should have

more than one elevator for students and staff who cannot

manage stairs, although this is very costly.

Safety and circulation on stairways is a prime consideration for

everyone who uses the school environment. Because of their

potential danger, they can pose particular safety concerns to

students with physical, sensory and intellectual disabilities.

Here are recommendations to consider when designing stairs:

Avoid overcrowding – build stairs wide enough for two classes to

pass each other simultaneously.

Treads should be deep enough for students with arm canes or

crutches to use safely.

Make sure treads and risers are in strong contrast so it is evident,

while ascending and descending the stairs, where the edges of

the treads are. (If there is no contrast, the treads and risers tend

to merge, as do the treads when looking down.) Having treads in

different colors can also be helpful as long as the color palette is

not overwhelming and not too many colors are used.

Landings and the top and bottom of the stairway should

all be in different or contrasting colors to clearly dene

when the climb or descent is over.

Use anti-skid tread covering and highlight the edge of the step in a

contrasting color, use anti-skid material to call attention to the edge

of the step. (Suggestion: yellow)

Build a sufcient number of staircases so students and staff can

exit quickly and easily in an emergency.

Provide landings for resting spots for students who fatigue easily or

who need to rest if they are using crutches, arm canes, walkers, etc.

Make sure all stairwells are well lit. Provide extra lighting at the

beginning and end of the stairwell. Daylighting in stairs is helpful

as long as glare can be controlled. The light levels in stairwells

should not contrast radically with the light levels in hallways and

corridors.

Stair banisters, balustrades and railings should be spaced in a way

that discourages climbing and gymnastic experimentation.

Double railings spaced at two different heights so they can be gripped

by larger and smaller students improve functionality.

Railings should extend beyond the end of the stairs.

In one school, a stairwell led to a hard oor in an adjoining hallway. The

sound of everyone arriving on the harder oor surface was distracting to

students in the adjacent classroom, especially for the hearing impaired

who would hear constant clicks.

If there are younger children in the school, consider lower riser heights.

For modest changes in levels, ramps must be installed in hallways.

Call attention to the ramp and its slope by using a oor color and

material different from that used in the hall. Ramps should have a

non-skid surface.

Provide handrails that contrast with the color of the wall on both

sides of the ramp.

Make the slope as gradual as possible. The minimal code

requirement is 12:1 but a gentler slope is desirable when possible.

Stairs/Elevators/Access Between Floors

Elevators

Students (and staff) with mobility and vision challenges require

elevators to go from oor to oor in multi-oor schools. (One

parent who was interviewed mentioned that her other child with

a physical disability had to be home schooled because there were

stairs in the school and no way for her child to get up them.)

The elevator should be near stairs so students who use the

elevator can leave one oor and arrive on the next oor at the

same time and in the same locations as their fellow students.

This allows students to remain with their classmates and peers

as much as possible.

Most schools have a key, a pass card or sensor card for the

elevator to prevent students who should not be using the

elevator from doing so (this eliminates undue wear and tear on

the elevator and limits the potential for vandalism). In general,

sensor cards are easier to use than keys or swipe cards.

16

In settings where there is no elevator, administrators have

to reallocate classroom assignments so students who cannot

climb stairs have their classes on the rst oor.

• This can detract from the quality of instruction time

because other teachers from the same department (i.e.,

math) may not be nearby for support.

• Relocating classrooms can be disruptive for staff and

students since they may not have the materials they need

readily available in a room that is not the regular class site.

In one school visited, a student who requires an elevator

uses it with a small group of friends, so using the elevator

becomes a privilege rather than a stigmatizing experience.

Stairs

Recommendations

Ramps

Issues/Recommendations:

The elevator should be large enough to accommodate

students in wheelchairs, staff who may need to a ccompany

them and other students who may need the assistance or

who want to provide companionship to the student with a

disability.

The elevator should be centrally located – not at one end of

building, and easily accessible using a frontal approach. (In

one school, the elevator was near a column which made it

hard to access.)

La

enc

Contr

treads



Classroom size, layout, and

exibilty in layout

Control of distractions

Equipment and technology

Lighting

Acoustics

The classroom (and laboratories) represents the

very nerve center of the edu cational environment.

While this is true for all students, it is particularly

so for students with disabilities. It is primarily in the

classrooms and laboratories that the contract for

inclusion is made or broken.

The interviews with students and teachers and the extensive

observations conducted in the classroom for this project

clearly indicated that the classroom is used for many diverse

functions and contains many complex and interactive de sign

components. All of these de sign elements have the potential

to impact students with disabilities. Consequently the design

of the classroom requires particular attention and sensitivity

to guarantee that these features can be incorporated to

facilitate inclusion. The research found that these inclusion

related design elements, many of which are also highly

benecial for all students, include:

Adequate Size Permits Flexibility in Lay

Probably the most signicant design requireme

inclusion is a spacious classroom. Classroom siz

learning in a wide variety of ways that apply b

needs of all students and teachers and to the sp

students with disabilities.

Teachers currently utilize differentiated instruc

provision of various lear ning situations such as

group, or individual instruction to meet the ne

with diverse needs and an array of ability level

with inclusion and non-inclusion teachers and

a wide range of classes emphasized the need fo

classroom arrangement to support this variatio

group size. While this can be particularly impo

of students with disabilities who may need extr

classroom, it is also benecial for all students.

Many teachers manipulate their classroom spac

desired exibility. However, these arrangements

ad hoc response to classroom layout and to the

individual teacher rather than the intrinsic supp

design and furnishings of the space. In labs, the

can be a particular problem as teachers spoke o

of having space for a group lecture as well as la

individual experiments. In the general classroom

heard and saw the need for classrooms that can

large group learning, small group learning, and

as well as individual work.

Storage

Furnishings

Plumbing

Flooring

HVAC co nsiderations

Desks of various sizes accommodate

students with various needs.

The philosophy of inclusion advocates that

all students, regardless of abilities, should be

educated alongside their peers without disabilities.

Consequently, the design of the classroom is a

major priority for achieving inclusion.



Distractions from others create problems for students with

attention difculties and disorders.

Close contact with other students can lead to conicts among

students with behavioral problems (pushing, bumping, hitting,

etc.) or those who have social adjustment issues.

If students are too close together, monitoring their activities

becomes more difcult.

Teachers mentioned that students with sensory and behavioral

issues often need more personal space and that an adequate

amount of space per student encourages appropriate classroom

behaviors.

There should be adequate space (and desks) for the regular

teacher and the i nclusion teacher.

Additional space may be needed throughout the room for

aides and paraprofessionals. This could include space in

the front of the room for an interpreter, as well as personal

aides who work with the students at their desks as needed.

at the entry to the classroom so the doorway and the door

area are large enough for wheelchair passage.

in aisles to provide maneuvering space for students who use

wheelchairs, walkers, and crutches.

for storage of wheelchairs, other pieces of specialized

equipment (such as standers) and for students’ belongings.

to store equipment, supplies and teaching aids so they do

not take up circulation space for students who use mobility

devices or who have balance, gait and visual challenges.

Storage shelves and cabinets should be place

adjacent to the walls. This leaves free space

the room is not blocked

Teachers need exibility in where they can p

Desks should not block the board. Electrical

outlets placed under one pre-determined de

exibility.

Electrical outlets should be placed througho

so that battery-operated mobility aides and

charged and students who depend on these

limited to sitting in a specic classroom loca

in the rear of the classroom or off to the sid

If the classroom entry is in the front of room

mobility devices do not have to navigate bet

to the front of the room, close to the main i

and teachers.

Control of Distractions

Observations

Teacher interviews and classroom observations

to prior work efforts in school environments, all

limiting distractions in the classroom is a major

educational professionals. Distractions are not o

to students with learning, intellectual, sensory,

issues but are also problematic for all students. C

distractions in the classroom transcends disabili

a design goal for all learning environments.

While distractions originate from a wide spectr

insufciencies, their impact is singular: they tak

“off focus.” Distractions are both auditory and

Room for the entire class to gather for a group lesson.

Learning Centers and spaces that can be used for smaller

groupings and cooperative projects.

Spaces that can be adapted for 1:1 instruction.

Learning nooks that can also be used for 1:1 and

individual learning situations and complement, rather

than intrude on, the larger classroom space.

For labs, a large central area with desks, and lab stations

around the perimeter were recommended; for younger

students, space is needed for discovery and science centers.

20

A. General Needs

A spacious classroom gives teachers the ability to be more

creative in their lesson planning. Space allows teachers to

incorporate large manipulatives and teaching tools. For

example, students can make large models or topographical

maps, grow plants, have animals, create large art projects,

perform science experiments, work at discovery centers, etc.

Adequate room is needed for in-class supports – active

work groups, walking around, etc. – not just for lectures.

During group work and activity periods, teachers need

space to ‘roam the room,’ monitoring and instructing

students as needed.

Classrooms should be amply sized and exibly designed to

accommodate various learning situations at the same time.

There should be:

B. For Inclusion:

Note-For young students, teachers mentioned that a

VERY large classroom can encourage running.

Classrooms should also be equipped with furnishings

that permit exibility:

Additional Layout Recommendations:

Furniture that can be easily moved (no seats attached to desks)

Desks or tables that can be grouped for larger group learning

and broken apart for small group learning

Portable partitions that can be brought out to create semi-

private learning spaces

“There should be

adequate space (and

desks) for the regular

teacher and the

inclusion teacher.”

Adequate space is also needed:

Students need space to get away from

each other because:



Designated physical, occupational and speech therapy rooms

should be provided.

Therapy rooms should be located in areas without distractions

(away from cafeterias, playing elds, playgrounds and

gymnasiums).

Therapy rooms should be near classrooms and integrated

into the overall layout of the school – not seg regated in a

special wing, hallway or area.

Equipment and Technology

The 21st century ideal classroom is technology rich.

This benets all students, but assistive technology can be

particularly helpful for students with disabilities. Some basic

recommendations are:

Integrate computers into the classroom. One

5-6 hook-up locations which made it easier fo

disabilities to connect to a computer in variou

the classroom.

Computer monitors should not be recessed. R

be visible at all times so teachers can monitor

done as well as the sites that students are visit

susceptible to distractions, the knowledge tha

monitor their activity may encourage them t

Desktop monitors also allow students to prov

each other.

Make sure computers are within easy reach f

orthopedic disabilities.

22

Within the classroom —from general classroom noise, HVAC

systems, lighting that hums or buzzes, simultaneous learning

activities taking place, overly enthusiastic students, “noisy”

seating being dragged along the oor, etc.

From outside the classroom but inside the building – from

neighboring classes, hallways, noisy functions, etc.

From outside the building – nearby vehicular trafc, playing

elds, playgrounds, lawn maintenance, etc.

teaching aids that are distracting when not in use

patterns on desk or table tops

glare

outdoor activities that can be observed from the classroom

ickering lighting

For Speech Therapy:

- The room should have good acoustics.

- Good lighting is needed so students can observe enunciation.

Resource rooms should blend in, look like and be

equipped like typical classrooms.

Rooms should be capable of being partitioned for

individuals and small groups.

Students in resource rooms need privacy from passers-by to

eliminate both distractions and stigma.

Auditory distractions occur:

Visual distractions also occur from a wide range

of unwanted stimuli:

Provide covered storage for items that are not in use on a

regular basis.

Provide sufcient storage to eliminate clutter so items are not

out in the open.

Provide good acoustical bafing, both within the classroom and

from neighboring classrooms and the hallway.

Provide good acoustical bafing from the outside.

Locate classrooms away from noisy highways and the entry to

the school where school buses and arriving and departing cars

are both visual and auditory distractions.

Do not locate classrooms near noisy areas in the school, such as

the gym, the cafeteria, the band room, etc.

Classrooms should not overlook playgrounds and playing elds.

Provide window coverings to control views to the outside and to

eliminate glare.

Install HVAC systems that generate minimal to no noise.

Avoid lighting that hums or ickers.

Therapy Rooms: Physical, Occupational and Speech

Resource Rooms

Computers

Open storage provides easy accessibility but can also be distracting.

Teachers can easily scan computer Recommendations



Personal FM Systems

The teacher wears a microphone and a wireless transmitter.

The transmitter receives input from the microphone.

Transmitters can also receive input from televisions,

video-players or other electronic sources. Students with

hearing impairments usually wear a receiver either

attached to earphones, or coupled electronically via direct

audio input to a hearing instrument. Multiple frequencies

can be used in one school allowing adjacent classrooms

to use this equipment.

Sound-Field Amplication

With a sound-eld system, the signal (instructor’s voice

or electronic source, etc.) is sent to an amplier which

is connected to one or more loudspeakers installed in

the room.

Benets of Sound-Field Amplication:

All those in the classroom, rather than only those equipped

with a receiver, can benet from the amplication.

Teachers do not have to talk as loudly, and are more li kely to

avoid voice problems.

Less stigma is associated with a system that is available to

everyone.

Less expensive than supplying personal FM devices for

students

Personal FM systems may require a longer adjustment

period than sound-eld systems.

(Disarno, N J, Schowalter, M, Grassa, P, 2002)

The use of white boards is highly encouraged. Teachers

reported that the white background attracts the eye for

students with visual and cognitive disabilities.

In one classroom, the teachers innovatively placed white

boards on all of the walls throughout the room. This provided

access at all times and increased the number of students who

could work out problems at the board simultaneously. This

prevented them from being the center of attention and took

the pressure off of students who might get ustered if they felt

the entire class was watching them.

Bulletin boards provide the opportunity to post student work

and acknowledge student efforts and accomplishments.

Maximize light on instructional walls – this is important for all students and

especially for those with hearing and vision impairments.

The front of the classroo m should be well lit so lip and sign readers can see

the person speaking or signing. Students with low vision can see more easily.

This helps those with learning, intellectual and behavioral disabilities to pay

attention and remain focused.

Lighting should be quiet (no humming) and not icker or produce glare.

Florescent lighting with electronic, rather than magnetic, ballasts are

recommended. (There were many complaints about standard uorescent

lighting.)

Provide natural light

Teachers reported that students with autism were par ticularly sensitive to light

and often beneted from dimmable lighting.

Avoid glare. Glare is distracting and makes it hard to see the board, monitors

or screens. Avoid glare by:

using indirect lighting whenever possible

regulating natural light with awnings and shades

providing matte surfaces on ooring and desk or table tops

B. Flexibility in Lighting

Teachers objected to lighting that was harsh and inexible and could not be

modulated to accommodate the different learning situations that occur both

simultaneously and sequentially. Poor lighting conditions were detrimental to

all students, but especially to those with attention decit disorder and visual

impairments.

The uniform light level in most classrooms and labs was also undesirable for

teachers, who would like the exibility to regulate light levels in various areas of

the classroom rather than an “all or none” or even a two-zoned lighting approach.

While motion-detecting lights save energy, students often nd them distracting a nd

teachers working late in the classroom often found they were suddenly in the dark.

Place lights on dimmers so the amount of light can be adjusted to the

different learning situations.

Provide task lighting for close work (i.e., lab experiments) and for areas

where 1:1 or individual learning occur.

Provide zoned lighting so that lights can be modulated in different areas

of the classroom and activities that require varying levels of light (a

DVD vs. a small group lesson) can be accommodated simultaneously.24

DVD players

LCD/video can assist both auditory and visual learning.

(Make sure distracting glare does not fall on the monitors.)

Overhead screens

A microphone can be helpful for auditory learners.

Smart boards (again, protect these screens from glare)

All equipment and technologies that relate to visual learning

should be strategically placed so students with visual and

hearing disabilities can see them without straining their

eyes. Be careful to avoid glare and place the technologies

in appropriately-lighted areas.

(As one teacher mentioned: “Students with hearing

challenges rely on their sight for everything.”)

Whiteboards and Bulletin Boards

Other Recommended Technologies

Amplication Systems Lighting

A. General Recommendations

The following recommendations were made to address lighting concerns in the

classroom:

Recommendations

Blinds lter light and eliminate distrac

Amplication systems have been shown to improve listening

behaviors of students with both minimal and unilateral

hearing loss, and students with central auditory processing

disorders. Even hearing students can benet from an

amplied version of the lesson. This technology includes:



What is a Classroom Learning Center?

A learning center is a place where students practice, demonstrate, and extend learning independent of the teacher (stude

the assistance of the teacher or an aide (instructor-led center). Centers are special places organized in the classroom for s

small groups, pairs, or individually. Centers are one way of providing the appropriate intensity of support that students o

abilities need to stay on grade level.

Each center contains meaningful, purposeful activities that are a reinforcement and/or extension of what has already be

teacher. Centers offer students the opportunity to apply previously taught skills and engage students in specic activities t

differentiate instruction for each student or small groups of students. Students have the opportunity to engage in hands-o

that align with and reinforce previously taught skills. Centers also foster cooperative learning, allowing students with high

help those with less ability in a particular skill. A classroom may include one or many centers that focus on topics such as

reading, science and geography.

Classrooms should be designed with enough space to accommodate several learning centers and still have space for entir

Toilets should be provided in classrooms for younger children, possibly through

elementary school. As mentioned above, the time it takes for an adult to escort a

student to the hall bathroom is time taken away from classroom instruction.

All toilets, urinals, sinks, should be sized to meet the children’s needs and they

should be accessible. Since toilet paper dispensers often have hard, sharp and

protruding edges they should be recessed into the wall when possible.

For clean up after labs and arts and crafts.

So that students can wash their hands without leaving the classroom. Particularly

with young students or students prone to behavior problems, a trip to the lavatory

requires adult supervision. This means that a teacher or aide is not available

during this period to assist in the classroom.

When a classroom is equipped with a sink, teachers feel more willing to undertake

a variety of projects that might otherwise be deemed too messy.

Noisy HVAC systems can be distracting and make it harder to hear in the classroom.

Air owing directly onto students can be distracting and uncomfortable.

Teachers report that students have trouble focusing when the classroom is stuffy.

Miscellaneous Recommendations

Loud speakers should have the capability of

the classroom to respond to the needs of stu

impairments and students sensitive to sudde

Classroom doors with narrow glass panels gi

ability to monitor who is coming into the cla

should not blindly open into the corridor.

Hinge guards or continuous hinges on doors

of younger students or those with perceptua

disabilities.

Olfactory stimulation should be minimal to

Students could have allergies that are exacer

smells can be distracting.

• Carpeting can be difcult to maintain and is apt to retain dust

and other air borne hazards that can be detrimental to

students with allergies and other disabilities.

• Carpets, mats, etc. help absorb sound, thereby limiting

distractions. They also cushion a blow for students with

behavioral, neurological, and intellectual disabilities who

may fall onto the oor.

• If carpeting is selected, carpet squares are recommended.

They are less expensive to maintain since one square can be

removed and replaced individually.

• If car peting is used, it should not be installed near the sink

area. To avoid mold and mustiness, the oor near the sink

should be a tile product that is easy to clean.

• Sound absorbent ooring may have the same acoustical

benets of car peting, but be easier to clean and maintain.

28

Sinks and Bathrooms

Sinks:

While not necessarily geared specically to students with disabilities, teachers did feel

that sinks in the classroom were a valuable amenity. Sinks were desirable:

Toilets

Heating, Ventilation and Air Conditioning (HVAC)

Physical comfort is a key component in a learning environment. Poor heating,

ventilation and air conditioning can impede a student’s ability to concentrate

effectively. Many complaints were voiced about temperature uctuations in

the classroom, particularly in o lder buildings. Additional HVAC concerns that

relate to students with disabilities include:

Floor patterns should be simple and not distracting.

Flooring should have a matte nish to reduce glare (and waxed

with a at nish wax).

Anti-skid ooring is desirable for all students but especially for

those with mobility impairments.

Carpeting is a trade-off:

Flooring

Recommendations



Bathrooms should be adjacent to as many

classrooms as possible as some teachers

reported that students with communication

problems often wait until the last minute to

mention their need to use the facilities.

Some students with physical disabilities may

benet from a grab bar at the sink to hold

onto while they wash.

Toilets should be easy to ush. Models

that have a button in the top of the bowl

can be problematic to ush as the buttons

can be difcult to depress by someone with

compromised hand motility or strength.

Some teachers recommended installing

toilets with large seats for students who are

obese or have trouble transferring from the

wheelchair to the toilet.

Water fountains should be two different

heights to accommodate smaller children

and students who use wheelchairs.

Changing tables should be in self-contained

rooms to promote pri vacy and hygiene.

Follow all ADA codes on turning radii, stall sizes, grab bars, and accessible sinks and

faucets. All bathrooms should have an accessible stall and sink.

Make sure that all soap dispensers and hand drying mechanisms (towels, blowers, etc) are

accessible, easy to use, and not intruding into the path of students using mobility devices.

Consider sensors on faucets, toilets and urinals. Sensor faucets can be benecial. They are

accessible and can control the water temperature.

If manual faucets are used, make sure they are single blade lever style with the hot and

cold regions clearly and redundantly indicated (red and blue on the levers reinforced with

the words hot and cold).

Make sure urinals and sinks are at a variety of heights. (Smaller students should not have

to climb up on a step stool to reach the sink and faucet.) Toilets, of course, should be sized

appropriately for small children. If multiple child toilets are separated by partitions, make

sure the partition goes to the oor to ensure privacy for students using the low toilets.

While this is a costly item, consider replacing central gang toilets with smaller bathrooms

scattered throughout the building. This increases the number of bathrooms and makes

them easier to reach by students with physical, visual and intellectual disabilities.

Closer toilets also save time for teachers and aides who may be called on to escort students

down long corridors to the bathroom. This is costly as it consumes personnel time that

could be devoted to teaching and class supervision.

In addition, long walks to the bathroom can be a major source of distraction for students

with learning disorders and focusing difculties.

Toileting independently increases in importance as students get older.

Fortunately, bathroom design for supporting inclusion is fairly straightforward.

Recommendations include:

Sinks of varied heights

increase bathroom’s

exibility. Faucets

with single blade lever

controls are better than

those shown.

Location



Auditoriums need accessible entrances and aisles leading to

seating areas that all students can use. (One of the newer

schools visited for this manual had a separate sloping hallway

outside the auditorium which led to the “section” of the

auditorium where wheelchair users were expected to sit and

then go to the stage. This segregated students in wheelchairs

in their approach to the auditorium, in their seating location,

and in their approach to the stage.)

The aisles should be wide enough for wheelchair passage(and ideally with enough room for one or two students to

walk along side the chair so the student in the chair does

not have to le down the aisle singly, when other students

are in pairs). This allows the student to enter and leave

together with his/her class and increases the feeling of

being part of the larger group.

The ramp to the stage should be the route that ALL

students use to access both the front and the back

portions of the stage.

Flat areas for wheelchair seating should be scattered

throughout the auditorium so students in wheelchairs can sit

with their classmates. There should also be adjacent empty

space for storing walkers, crutches, and other equipment.

There should be an accessible bathroom adjacent to and

easily accessible from the auditorium.

Excellent acoustics should be provided so sound does not

echo or reverberate off the wall.

A large drop-down monitor screen and sound system allows

students with visual and hearing challenges as well as those

sitting in the rear seats to see and hear the proceedings.

A permanent PA system is recommended. Not being able to

hear what is happening on the stage is a big concern for all

students, but especially for the hearing impaired.

The auditorium is the place where

the school assembles for lectures,

programs, and ceremonies, including

graduations. It is an area where

students have the opportunity to get

together with all their peers – not

just their class or grade level. As

such, it should be designed to include

students with disabilities seamlessly

– as full members of the school

community. Insure that students with

disabilities can benet fully from

the myriad learning experiences,

assemblies and ceremonies held in

this congregational space.

Zoned or spot lighting by the front of the sta

recommended. This will provide sufcient lig

can see interpreters.

Students with hearing impairments may need

outlets for plugging in their headphones.

Any windows should be equipped with shade

another system of blocking natural light.

The auditorium should provide storage for

audio-visual materials.

Partitionable spaces increase exibility by acc

more than one activity simultaneously.

Stationery chairs provide more structure and

folding chairs, although spaces that double as

cafeterias have limited options.

Floors and walls with some “give” help to cus

a collision for someone with balance or gait i

is also helpful for students involved in dance

performances or who are required to run off

performances.)

For safety, design a room with multiple access



Cafeterias need to be more acoustically comfortable. Acoustic

panels can help to dampen the sound, as can wall hangings and

other soft textured surfaces.

While teachers need to be able to monitor student activity in the

cafeteria, there were very few respondents who felt that a big

open space was effective. “The room is like a barn,” one parent

observed. Subdividing the space with movable partitions, partial

walls and other design elements can help with noise dampening,

give a degree of privacy and intimacy for one-on-one

conversations and small group pods and clusters, inhibit running

and rough-housing, and discourage attention-seeking behaviors.

The ability to subdivide the space also makes it more versatile for

uses beyond its lunchroom function.

Lunchtime is one of the few school periods when students are able to socia lize

freely and informally with one another. During their lunch period, students

have the opportunity to get to know one another: to form and break friendships

and coalitions, and to learn to balance self-assertion with self-control (Brint,

2006). The lunch period should be a time when students with and without

disabilities are free to i nteract and learn to relate to one another. The cafeteria

should be a place that fosters this interaction.

The cafeterias in the schools studied in this analysis varied in size, but they

were always among the larger rooms in the school. When cafeterias were

smaller sized spaces, students ate in shifts. All the cafeterias were either large

rectangular spaces, or, in one school, a large L-shaped space. Off of this large

space was the food serving area. Cafeteria furniture usually consisted of fairly

uniformly sized rectangular tables that sat ten or more students. One of the

newer schools also gave students the option of hexagonal tables that seated

six. Most of the schools had unattached seating, but one had attached round

stool-type chairs and another had attached benches.

Cafeterias are noisy places. This noise escalates when students

talk louder and then shout to be heard above the noise. This

sound escalation reverberates throughout the room. Because

of the clanging, banging and shouting, many students have

trouble focusing, processing conversation, and ltering out

background noise. Cafeterias can be unpleasant for all students

but they can be particularly problematic for those with sensory,

intellectual and attention decit disorders. Teachers and aides

reported that autistic students may cover their ears even just in

passing the cafeteria. Students with hearing impairments may

turn off their hearing aides.

In the schools that had pull-out classes for s

disabilities, some special education teachers

up their own lunch period in order to allow

to remain in the familiar, quieter classroom

For students with sensory impairments, the

the hectic and noisy cafeteria environment

lasting negative impact and be detrimental

participation in the afternoon agenda. How

did this were not included in the normal lu

Some students with physical disabilities also felt threatened by

the chaotic atmosphere of the cafeteria. Their aides worried

that they would inadvertently get hurt. If the students did

eat in the cafeteria, their aides went to the serving area for

the students and brought them their food while they waited

at the table. Students sometimes opted to eat with their aides

in smaller classrooms where a more peaceful atmosphere

prevailed (This is, of course, not an inclusive practice.)

Environmental Problems in Cafeterias:

Recommendations:



Have more than one cafeteria. Breaking up the space

lessens the noise and commotion and increases the

legibility of the environment.

Serving lines should be accessible to students in wheelchairs,

even if they need assistance reaching some of the

food items available. Some suggestions:

• All students should have the opportunity to see the choices

available and make menu decisions on their own.

• Trafc control systems are helpful in that they impose some

order and help to improve the behavior of students eager to

be served, but they should be spaced so that there is room for

wheelchair or scooter access.

• Arrows painted on the oor can give a redundant cue of

where the line forms and how it moves.

• The register or payment area also needs to be wheelchair

accessible.

• Students should be able to use a scan-card for payment

(easier than a swipe card for students with disabilities).

• Clearly display the menu and prices in large type,

as well as pictures.

Students who nd socializing daunting and spend their lunch

break alone and isolated need something to focus on such as

DVD programs on monitors or music.

Tables in an array of si zes give students the option of

socializing in one-on-one, small groups, or large group

arrangements. Students with sensory disabilities, hearing

loss, or mental health issues may be more comfortable in a

small group situation. Round tables were reported to work

better for conversation (although it is harder to arrange

rectangular trays on them).

In one focus group, students without mobility impairments

described the lunchroom tables as “too small for people,” and

remarked how chairs got stuck in between the table legs. Tables

should be accessible to students in wheelchairs. Adjustable

height tables* on pedestal bases are ideal because there are no

aprons or legs that can block mobility devices.

Free-standing chairs allow students exibility in placing them

around tables. They are also easily removed to accommodate a

wheelchair or other mobility device. Students getting in and out

of a free-standing chair are less likely to inadvertently intrude

on another student’s space.

The number of chairs in the cafeteria should be proportionate

to the number of spaces available at tables. Schools sometimes

try to temporarily correct inadequate table space by adding

extra chairs. This practice adds to the inaccessibility, confusion

and chaos of the environment.

In focus groups, students who did not have mobility

impairments reported that cafeteria tables were too closelyplaced so that “you can’t even move between tables.” There

should be enough room around the tables for students in

wheelchairs to navigate between them and not be relegated to

the tables at the periphery.

* In general, furniture that is adjustable should also be able to be locked in

place, as students with behavioral and attention disorders are likely to nd

adjusting adjustable furniture (and moving furniture on wheels) somewhat

irresistible. “Tables shou

enough room

them for s

in wheelc

navigate b

“The number

of chairs in

the cafeteria

should be

proportionate

to the number

of spaces

available at

tables.”

36

Recommendations (continued):



The gymnasiums in this study were multi-use spaces that

catered to a wide range of indoor sports and physical

activities. (One gymnasium also served as the school’s

auditorium.) Findings from the study’s observations and

interviews indicated that to support inclusive education,

gymnasiums should:

Include cushioned surfaces or surfaces with some

“give” so that students who fall or collide into

oors, walls or other surfaces will not get hurt.

Keep glare to a minimum by using matte surfaces

and having indirect lighting when possible.

Include a good sound system, preferably with a

microphone for the instructor and speakers so

that the teacher’s voice is amplied a bove the

other room noise.

Basketball backboards should be an opaque

surface that can easily be seen and that contrasts

with the color of the net.

Keep space organized by having closets and

other out-of-sight storage areas where equipment

can be easily accessed but is not a distraction.

Include extra storage for specialized equipment

that students with disabilities may need for

adaptive activities.

The gym should have movable partitions or

dividers so more than one activity can take place

simultaneously.

Cl

ca

“Keep glare to a

minimum by using

matte surfaces

and having indirect

lighting when

possible.”



Grounds for Inclusive Play

Inclusion students, like all other students, have a wide range of abilities

and disabilities. Playgrounds that are truly inclusive will respond with

environments that offer a similarly wide range of experiences. They will

appeal to all the senses and offer opportunities to play as a class, in small

groups, to work in a 1:1 format, as well as to provide a space where

students can be alone.

Provide wheelchair accessible routes to the elds and playgrounds.

Keep the distance between the school building and outdoor recreation areas

to a minimum, so students with ambulation difculties can easily get from one

setting to the other.

Provide paved or smooth surface areas that can be used by students in

adaptive bikes, pedal-cars, etc.

In addition to typical elds, provide some longer wheelchair accessible paths

or tracks so that students with orthopedic impairments can exercise with their

mobility devices.

Incorporate some climbing areas that are accessible from a seated ground-

level position and have only a slight slope making them easier and safer for

children with disabilities.

Install low railings along pathways and at specic play areas to provide

support to children with limited strength and/or mobility difculties,

including those in wheelchairs.

poor eye-hand coordination

trouble combining multiple motor skills into one simple motor task

a range of sensory integration issues

balance and gait issues

diminished or absent response to potential hazards

low muscle tone

short time/difculty focusing on task

poor interpersonal skills

Visual organization and legibility (for example, space between different

playground equipment; clearly dened paths)

Clearly dened boundaries

Opportunities to play alone or in variously sized groups

Allow for active assistance from teachers, aides or other para-professionals

Provide activities which can lead to improved:

• muscle strength

• endurance• social interaction

A responsive playground will have something to offer and to teach every user,

giving each child the opportunity for both exploration and mastery of new

skills. It will include physical, sensory and cognitive challenges and stimulation,

allowing students to go in a variety of directions and at their own pace.

Playgrounds should address the need for both structured and unstructured play

and respond to the needs of students whose disabilities are accompanied by

characteristics that may impact their playground use, such as:

ADA Requirements and Modications for Students

with Mobility and Coordination Impairments:

Design Recommendations for Students with Intellectual

Disabilities, Sensory Impairments and Learning Disabilities:

• exibility

• balance and coordination



Slides can end at ground level on a cushioned surface instead of

the typical 12-18 inches above the ground.

Simple sheltered areas can be used by children as playhouses, areas from

which to observe other children at play, and for other uses limited

only by the imaginations of the students.

Parallel bars of varying heights allow children to develop arm strength.

Cement panels (sidewalks) can be used by students to

draw with chalk or paint.

Provide an area that is quiet and protected but accessible to the main

play area. This allows students with autism and other sensory integration

disorders to be apart from the noise and excitement of the main play area,

but to still be outdoors with their class.

Include some equipment with parallel (redundant) courses

or activities so that students can help each other, or a

student can be helped by an aide or teacher, such as slides

that abut each other so that two or more people can slide

down simultaneously.

Keep courts and built activity areas in close proximity so

that teachers can supervise children playing in various

spaces – i.e. basketball court near playground, etc.

Provide shade in some areas of the playgrounds. Many

students with disabilities – particularly those with low vision

– are sensitive to sunlight.

Provide seating for playground supervisors and studentswho need to rest or who cannot participate in the activities

but want to watch them.

Try to keep playing elds and playgrounds away from parking

areas, driveways, drop-off areas and roadways – especially

heavily trafcked roads. If there is no option, install fences,

plant hedges, or provide other barriers so that students cannot

dash out into the street.

Typical elds should be level and well-maintained and

without bumps or holes (small bumps or holes can be more

dangerous than large ones because they often go unnoticed).

A spongy surface under playground equipment allows

students with disabilities to play with less fear of falling/

getting hurt. These surfaces are also good for students without

disabilities.

Install grips or handholds on some of the more challenging

equipment so that students will be encouraged to developphysical agility skills.

Obstacle courses, even play equipment made from tires, give

students something to do, helps keep them in the play area, and

limits inappropriate behaviors.

Sandboxes can generally be used by all students, especially if they

include more than one level. Raised sandboxes can be used by students

in wheelchairs without having to be transferred into a sandbox.

Swing sets can include swings that have added supports for students

with orthopedic impairments. Intersperse supportive swings with typical swings.

Agility ladders, low balance beams, tunnels and stepping stones can help to

improve the balance and coordination of students with and without

disabilities. Inclined planes help with balance and gait.

Low-rise platform steps require less agility than ladders and can be provided

as one way to reach the top of a slide.

Safety:

Monitoring/Supervision

Comfort:

42

Equipment and Activities

Ramps allow wheelchair access

Children can slide individually, or two or thre

School Inclusion Feature Checklist



Vertical Circulation

• ramp any minor changes in level

• call attention to ramps by changes in ooring/color

• elevators should be centrally located

• multiple elevators

• elevators near stairs

• stairs should have good (natural, if possible) lighting consistent with hallway lighting

• railings on stairs at different heights

• contrasting color for tread and riser

• non-skid surface on stair

• visual delineation of edge of tread

Therapy Rooms

• provide designated physical, occupational and speech therapy rooms

• locate therapy rooms in areas without distractions

• integrate therapy rooms into the layout of the school

• speech therapy room should have good lighting and good acoustics

School Inclusion Feature Checklist

Vehicular Approaches to the Building

• locate vehicle drop off points near main student entrance

• provide multiple driveways for dropping students off (bus, private car)

• locate handicapped parking near building’s common circulation path

• provide covered loading/unloading areas

• pedestrian routes should not intersect with vehicular routes.

Entrances & Exits

• all entrances wheelchair accessible

• wide doorways

• doors that open automatically

(push button, sensor card, swipe card (with switch that can beoperated by security guard or receptionist stationed inside))

• lightweight manually opening doors

• lever handles on doors

• doors that swing in same direction

• locks, lathes, switches consistent and easy to operate

• low, even door saddles

• covered (portico) entrances/exits

Lobbies

• large enough for several classes to use simultaneously

• conducive to monitoring by security guard/receptionist

• ofce easily visible from entrance

Circulation

• wide hallways

• shorter hallways

• diagonal or rounded corners at turns and intersections• no changes in width of corridors (creates bottlenecks)

• widen hallways when trafc merges

• indirect lighting

• non-orescent lighting

• recessed water fountains, classroom doors, doors in general

• stagger classroom doors in hallways

• abut railing ends to walls

• add hinge covers to doors

Waynding

• clear directories and signage

• simple, consistent plan

• landmarks (alcoves, showcases, windows, changes in materials, etc.)

• large, visible room numbers

• color coded zones

• redundant cuing (good signage, color-coding, picture cues, etc.)

Classrooms

Classroom ooring • low-pile carpeting or easily cleaned surface with some give, and

linoleum oor in sink area

Classroom plumbing

• accessible sinks in classroom

• accessible method of turning on water (side mounted faucets, sensor, etc.)

• individual bathroom off classroom

Classroom furnishing

• recessed (rather than protruding) toilet paper holders

• partitions/bookcases to divide space

• raised monitors

• non-rolling chairs

• individual, movable desks with detached chairs

• adjustable height tables

Classroom lighting

• indirect lighting

• zoned lighting

• dimmers on lights

• task lighting

• non-orescent lighting

• full-spectrum lighting

• good natural light with blinds

• awnings on windows

Classroom storage

• lots of storage shelves, closets, cubbies – low, sturdy, easy to reach

• more closed shelving, less open shelving

• extra storage for therapeutic equipment and teaching tools

• spacious to foster an array of teaching methods, to give students room

to have own space, to ease monitoring, allow for individual, paired and

group work, desks and equipment of two teachers, aides and otherparaprofessionals, mobility aids and maneuvering mobility devices, etc.

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Cafeteria

• smaller partitioned areas that still permit easy monitoring

• acoustically designed to dampen noise – acoustic panels, sound absorbing materials

• more than one cafeteria

• accessible serving lines

• good trafc-control systems accessible to wheelchairs

• wheelchair accessible payment/cashier area

• variety of table sizes with detached seating

• pedestal-base, adjustable height tables

• DVD players, projectors – (something to do for students)

• wide aisles for wheelchair access

• bathrooms located off of cafeterias

Inclusive Playgrounds• provide playground equipment that helps students develop coordination skills

(agility ladders, low balance beams, stepping stones, etc.)

• provide areas for solitary as well as group play

• provide shade

• provide activities for students with mobility impairments

• provide seating for adults and students who need to rest

• provide equipment storage area(s)

Resource Rooms

• should be dispersed amoung other classrooms

• interiors should not be visible to passers-by (to avoid both stigma and distractions)

• ability to be partitioned

Bathroom

• grab bars

• wheelchair accessible sinks

• sensors on sinks and toilets

• multiple height urinals

• tilted mirrors

• easy to reach soap and towels/dryers• recessed toilet paper dispensers

Auditoriums

• Wheelchair seating integrated; choice of seating areas for wheelchairs ramps, not stairs – same routes fo

• accessible stage

• good acoustics – permanent PA system

• headphones for hearing impaired

• well-placed, well-marked exits

Gymnasiums

• cushioned surfaces on oors and walls to prevent injuries

• non-slip ooring

• covered storage for therapeutic as well as traditional recreational equipment

• control natural light and keep glare to a minimum

• matte surfaces whenever possible

Fields and Playgrounds

• provide accessible routes to elds and playgrounds

• keep diverse activities in close proximity for ease of monitoring

• locate elds and playgrounds away from parking areas and roadways



References/Bibliography

Aiello, B. (1981). The Visually Handicapped Child in the Regular Class. Washington, DC: American Federation of Teacher s, Teachers’ Network for Education

of the Handicapped.

Birch, J. W., & Johnstone, B. K. (1975). Designing Schools and Schooling for the Handicapped: A Guide to the Dynamic Interaction of Space, Instructional Materials, Facilities,

Educational Objectives and Teaching Methods. Springeld, IL: Thomas.

Brint, S. (2006). Schools and socialization. In Handel, Gerald (Ed). Childhood socialization (2nd ed.)(pp. 157-173). New Brunswick, NJ: Aldine Transaction.

Chapman, E. K., & Stone, J. M. (1988). Special needs in ordinary schools: The visually handicapped child in your classroom. London: Cassell Education Ltd.

Cohen, U., Beer, J., Kidera, E., Golden, W., & Kimble, K. (1979). Mainstreaming the handicapped: A design guide. Milwaukee: University of Wisconsin-Milwaukee.

DiSarno, N. J., Schowalter, M., & Grassa, P. (2002). Classroom amplication to enhance student performance. Teaching Exceptional Children, 34 (6), 20-26.

Duhaney, L. M., & Salend, S. J. (2000). Parental perceptions of inclusive educational placements. Remedial and Special Education, 21(2), 121-128.

Follows, B. E. (2003). Creating and funding school buildings that promote the inclusion of pupils with behavior problems. Emotional and Behavioral Difculties,

8 (4), 303-315.

Hudson, S. D., Thompson, D., & Olsen, H. (2005). How safe are school and park playgrounds: A progress report. Journal of Physical Education, Recreation and

Dance, 76 (1), 16-28.

Maxwell, L.E. (2007) Competency in child care settings: The role of the physical environment. Environment and Behavior, 39(2), 229-245.

Menear, K. S., Smith, S. C., & Lanier, S. (2006). A multipurpose tness playground for individuals with autism: Ideas for design and use. Journal of Physical

Education, Recreation and Dance, 77 (9), 20- 25.

Moore, G. T., Cohen, U., Oertel, J., & van Ryzin, L. (1979). Designing environments for handicapped children: A design guide and case study. New York: Educational

Facilities Laboratories.

Olsen, R. (2006) Design for inclusion: A preliminary analysis. Newark, NJ: New Jersey Institute of Technology.

Salend, S. J., & Duhaney, L. M. (1999). The impact of inclusion on students with and without disabilities and their educators. Remedial and Special Education,

20(2), 114-126.

Thompson, D., Hudson, S. D., & Bowers, L. (2002). Play areas and the ADA: Providing access and opportunities for all children. Journal of Physical Education,

Recreation and Dance, 73(2), 37-41.

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