A SCHOOL FOR EVERYONE

School Design to Support the Inclusion of Students with Disabilities

B. Lynn Hutchings, M. Arch Richard V. Olsen, Ph.D. Center for Architecture & Building Science Research New Jersey Institue of Technology

Supported by The New Jersey Council on Developmental Disabilities

Acknowledgements
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.

Table of Contents
Chapter 1 - Background Chapter 2 - Design Goals & Principles Chapter 3 - Methods

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.

Chapter 4 - Entrances & Exits Chapter 5 - Circulation Space Chapter 6 - The Classroom Chapter 7 - Bathrooms Chapter 8 - Auditorium

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 districts or schools 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 9 - Cafeterias Chapter 10 - Gymnasiums Chapter 11 - Playgrounds

Specifically, 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 Summerfield 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.

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

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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 defined 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.

Background

Aknowledgements

In our work with environments for people with disabilities, we have found that the physical design of a space can support or undermine its intended use. A small pilot project that we conducted indicated that the impact of design on schools meant for inclusion was no exception. In this current project we 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 daily 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 will guide the reader through all areas of the school.

The authors hope that you will find 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 feedback. 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 second year of funding for this project. During Year 2 the research will focus on schools that have been designed and/or retrofitted especially for students with disabilities. The researchers will use these same methods to do a parallel investigation to identify aspects of the design and furnishings that support students, as well as detract from their educational experience. The research will explore commonalities and differences both within special education settings and between special education and inclusive design facilities. Particular attention will be paid to how design strategies employed 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 the School for Everyone manual and the website. The enhanced results will also be presented and discussed in workshop presentations for educators, architects and facilities planners, learning consultants and social workers, students, and parents of students with disabilities.

Design Goals & Principles

Design Goals & Principles

In this project, six schools were studied where administrators, teachers, specialists and students were interviewed about the design of their schools and the features that worked to support, and conversely, to undermine inclusion. From this research, recommendations for maximizing design and the use of space to support inclusion were developed. While these recommendations were highly diverse, it became clear that they were grounded in a series of specific design principles. These design principles were informing the choices that people were making. When a respondent told us that they thought the main entrance needed to have doors that operated electronically, this was not just a statement about how doors opened and closed. It was a statement about allowing people to use the same main entrance and not be inconvenienced or stigmatized by having to detour to a doorway that is different from the one that everyone else used. When a student mentioned that she needed faucets in the bathroom that were easier to reach from her wheelchair, this was not just a statement about the type and placement of faucets that were installed. This student was really saying that she wanted to use her abilities to function more independently, without having to constantly depend on an aide shadowing her every move. Teachers who recommended LCD projectors, white boards as well as black boards, and a variety of other audio-visual aids were really emphasizing that students have a vast array of learning styles and that they need an assortment of learning tools to match. Design principles for inclusion are not a new idea. The report published in 1978-9 by the Center for Architecture and Urban Planning Research at the University of Wisconsin-Milwaukee, Mainstreaming the Handicapped: A Design Guide, outlines a series of Design Principles for Mainstreaming in a discussion of designing schools for inclusion. They serve as a foundation for the goals that inform the recommendations made in 2008 by the educators, students and parents who contributed their first-hand experience to this study.

The design goals and principles that underlie the recommendations in this report include:
First and foremost, design that promotes inclusion of students with disabilities is good design, and in most situations benefits people of all abilities who use the school. Designs should foster social interaction and cooperation by eliminating stigma (in the way the school can be used) and emphasizing similarities between students, rather than differences. Designs should eliminate physical barriers and promote full accessibility to all areas of the school to students who use wheelchairs, scooters and other mobility assists. Spaces should be flexible and versatile. They should permit several activities to occur simultaneously. It should be possible to reconfigure spaces for groups of various sizes and abilities, from one-on-one learning to large group activities. Designs and layouts should be legible through the repetition of visual, auditory and tactile signs, cues, and patterns. Environments should be predictable, consistent, and orderly. Environmental stimuli shoul be controllable and limited. Environments should maximize each students strengths, areas of independence and personal abilities. Designs should allow for both formal instruction and activity and informal socialization and collaboration among both individuals and groups. Although these recommendations are listed as separate bullet points, they work in tandem and cannot, in any actual school facility, be fully and successfully implemented unless they are incorporated into a comprehensive design approach.
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Methods
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 first topic examined, followed by an imaginary, and, in some cases, an actual walk-through the school. Entrances 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 wayfinding 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

Methods

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 part of the state, Neptune was the studys 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:

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.

teaching and learning experience is so significant. 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 design elements including furnishings, lighting, acoustics, retreat and pull-out areas, and features designed to reduce glare and distractions, and improve wayfinding.

Over 150 administrators, education professionals, teachers, students, aides and paraprofessionals, and parents participated in interviews and focus groups. The wealth of information provided by these user-based sources was compiled with our observations and literature-based findings and used to create this manual, workshop presentations, and a website to facilitate the sharing and discussion of the findings from this research project.
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Entrances & Exits

Entrances & Exits

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. Having a driveway/drop-off area that allows multiple vehicles to drop off students simultaneously reduces congestion (since all students generally arrive at school around the same time) and lets students with disabilities get to their classes on time. Ensure that there are enough van-accessible parking spaces and handicapped parking spaces in general. This is especially important when the students are young children and those dropping them off will want to park and accompany them into the building. There should be a common drop off point for students arriving by private vehicle and a second drop off point for students arriving The drop off points for buses and private vehicles should be near the main student entrance to the school. by buses any drop off area for people with disabilities should be integrated into the overall drop off area for the school. There should be a covered vehicular drop off area adjacent to the entrance, especially important for students using wheelchair lifts.

E
Entrances and exits are the introduction to the building. A If the school buildings entrances happen to have disabilities or not.

Their recommendations and the authors observations include:

Having separate bus and car driveways reduces congestion.

welcoming building provides a main entrance that can be used by all the building occupants and all their guests.

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

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Entrances & Exits

Entrances & Exits

The design of entrances 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:

If ramps are necessary to access the entrance, they should be an integral part of the design, 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 disabilities) 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.
Wide hallway is illuminated by natural light and recessed fixtures.

If ramps are necessary to access the entrance, they should be an integral part of the design, ideally a sculptural element of the design.

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 office is visible from the front door and where there is a direct line of sight between the front door and the reception area/ office 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 find the main office and reception area. This prevents visitors from wandering around the building while looking for the office. 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 in light levels between exterior and interior spaces at doorways. For students with low vision, abrupt changes in light levels can be difficult to adapt to and may temporarily blind them. Incremental changes are easier and will allow people with low-vision, any aging users, and other visitors time to adjust to different light levels. Most teachers in one-level buildings who had classrooms with exterior doors liked this feature very much. Teachers said they were helpful and improved accessibility. They also made fire drills less onerous and overwhelming to students with disabilities especially students with sensory issues who often find noise and activity overwhelming. However, classroom exterior doors need a locking system that the teacher controls and that cannot be accessed by students.

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Circulation Space

Circulation Space
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 limited mobility, impaired balance, or height impairments and who may use other types of mobility devices, such as canes, walkers, arm canes, or who have leg braces are also in danger of being jostled, run into, or knocked down by the crowd. 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 sufficient 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. Visually impaired students, who may walk more slowly and not perceive on-coming dangers, may also be at risk for being jostled, bumped, and pushed onto the floor by the hall crowds. Hearing impaired students may become distracted and overwhelmed by the noise and boisterousness of students changing classes. They may have to turn off their hearing aids to better regulate what would otherwise be perceived as an overwhelming commotion and din. Students with Aspergers, autism, ADHD and other learning and information processing issues may become distracted, overwhelmed, or loose their focus in a corridor that is crowded and overwhelming, or a circulation system that is overly complex or difficult to understand. Students with behavioral issues may react aggressively if someone walks or runs into them in a crowded hallway. Implications Students with orthopedic disabilities or balance issues may have to leave class early to avoid the crowded hallways and get to their next class safely. This means that they miss out on teaching time and the early departures and arrivals separate and stigmatize them. They also need extra room in the hallway to wait outside their next classroom until the students from the previous class exit. Transferring to classes by themselves also denies students the normal school experience of walking through the corridor, and exchanging greetings, quips and high-fives with their peers.
insert picture caption
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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 traffic that most public buildings, including office 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 corridors needed to be wider and bigger for all students but especially for inclusion students since the impact of crowded space could be more profound for them.

Students with vision and hearing disabilities face a somewhat similar challenge:

Circulation Space
Design Recommendations. Widen corridors beyond the typical 8-9 feet currently in use. Corridors should be able to easily handle two-way traffic. 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, flared tensions and make it very difficult 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 traffic 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. Lighting/ Technical Corridors should be well lit with consistent light levels. Select a lighting system that does not cast glare onto the floor or the walls. Public address systems should be clearly audible in
Indirect lighting minimizes glare

Circulation Space
Recommendations: Select large, easy to read room number and room identification 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 floor 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 floors, 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. Inset doorways so no one walks into an open - or opening door, or directly out onto a busy hallway. If there are obstructions or bump-outs in halls, use contrasting colors or materials to call attention to them. Lockers are typically difficult to reach by someone in a wheelchair. In the typical one over one locker, the bottom locker is too low and the upper locker is too high. Consider installing low shelves as well as high shelves in lockers. Consider locks and latches that can be easily opened by students with visual and hand impairments. Inset water fountains. Students with visual impairments can walk into them and some teachers reported that water fountains may distract some students with autism. Obstacles All hallways and passageways should be free of obstructions for students with visual impairments.

all corridors and stairwells.

Finishes Resilient flooring that has some cushioning or flexibility upon impact

Select a lighting system that does not cast a glare.

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. Wayfinding Navigating through a large school, with multiple floors and wings, long halls, numerous decision points, etc. 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 identification should be clearly legible at all times. Students, staff and visitors should know where they are, where they are heading and when they have reached their destination.

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Pictures on floor help young students identify their room

Hallways fill up between periods

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Circulation Space
Stairs/Elevators/Access Between Floors Elevators Students (and staff) with mobility and vision challenges require elevators to go from floor to floor in multi-floor 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.) Issues/Recommendations: In settings where there is no elevator, administrators have to reallocate classroom assignments so students who cannot climb stairs have their classes on the first floor. 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 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. Ideally, 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: Recommendations 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 define when the climb or descent is over.
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Circulation Space
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 sufficient 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.
Ladder-like railings may encourage climbing. Contrasting materials help define treads and risers on stairs.

The elevator should be large enough to accommodate students in wheelchairs, staff who may need to accompany 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.) The elevator should be near stairs so students who use the elevator can leave one floor and arrive on the next floor 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.

Ramps For modest changes in levels, ramps must be installed in hallways. Call attention to the ramp and its slope by using a floor 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.

In one school, a stairwell led to a hard floor in an adjoining hallway. The sound of everyone arriving on the harder floor 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.
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The Classroom

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beneficial for all students, include: Classroom size, layout, and flexibilty in layout Control of distractions Equipment and technology Lighting Acoustics
Desks of various sizes accommodate students with various needs. Uniformly-sized tables limit flexibility of space.

The Classroom
Adequate Size Permits Flexibility in Layout Probably the most significant design requirement to support inclusion is a spacious classroom. Classroom size impacts learning in a wide variety of ways that apply both to the general needs of all students and teachers and to the specific needs of students with disabilities. Teachers currently utilize differentiated instruction the provision of various learning situations such as whole class, small group, or individual instruction to meet the needs of students with diverse needs and an array of ability levels. Interviews with inclusion and non-inclusion teachers and observations in a wide range of classes emphasized the need for flexibility in classroom arrangement to support this variation in learning group size. While this can be particularly important for inclusion of students with disabilities who may need extra support in the classroom, it is also beneficial for all students.

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 design components. All of these design 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

Storage Furnishings Plumbing Flooring HVAC considerations

Many teachers manipulate their classroom space in order to obtain desired flexibility. However, these arrangements rely more on an ad hoc response to classroom layout and to the ingenuity of the individual teacher rather than the intrinsic support of sensitive design and furnishings of the space. In labs, the lack of flexibility can be a particular problem as teachers spoke of the desirability of having space for a group lecture as well as lab space for individual experiments. In the general classroom, the authors heard and saw the need for classrooms that can be adapted for large group learning, small group learning, and 1:1 learning as well as individual work. 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.
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The classroom (and laboratories) represents the very nerve center of the educational 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 Classroom
A. General Needs Classrooms should be amply sized and flexibly designed to accommodate various learning situations at the same time. There should be: 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. 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. B. For Inclusion: There should be adequate space (and desks) for the regular teacher and the inclusion 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. Adequate space is also 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. Students need space to get away from each other because:

The Classroom
Additional Layout Recommendations: Storage shelves and cabinets should be placed or installed adjacent to the walls. This leaves free space so the middle of the room is not blocked Teachers need flexibility in where they can place their desks. Desks should not block the board. Electrical and computer outlets placed under one pre-determined desk location limits flexibility. Electrical outlets should be placed throughout the classroom so that battery-operated mobility aides and devices can be charged and students who depend on these devices are not limited to sitting in a specific classroom location (often this is in the rear of the classroom or off to the side). If the classroom entry is in the front of room, students using mobility devices do not have to navigate between desks to go to the front of the room, close to the main instructional area Classrooms should also be equipped with furnishings that permit flexibility: 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 semiprivate learning spaces Control of Distractions Observations Teacher interviews and classroom observations, in addition to prior work efforts in school environments, all indicate that limiting distractions in the classroom is a major concern for educational professionals. Distractions are not only detrimental to students with learning, intellectual, sensory, and behavioral issues but are also problematic for all students. Curtailing distractions in the classroom transcends disability and should be a design goal for all learning environments. While distractions originate from a wide spectrum of design insufficiencies, their impact is singular: they take all students off focus. Distractions are both auditory and visual. and teachers.

Distractions from others create problems for students with attention difficulties and disorders. Close contact with other students can lead to conflicts 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 difficult. 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. Note-For young students, teachers mentioned that a VERY large classroom can encourage running.

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

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Large space can be used for cooperative projects.

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The Classroom
Auditory distractions occur: Within the classroomfrom general classroom noise, HVAC systems, lighting that hums or buzzes, simultaneous learning activities taking place, overly enthusiastic students, noisy seating being dragged along the floor, etc. From outside the classroom but inside the building from neighboring classes, hallways, noisy functions, etc. From outside the building nearby vehicular traffic, playing fields, playgrounds, lawn maintenance, etc. Visual distractions also occur from a wide range of unwanted stimuli: 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 flickering lighting Therapy Rooms: Physical, Occupational and Speech Designated physical, occupational and speech therapy rooms should be provided. Therapy rooms should be located in areas without distractions (away from cafeterias, playing fields, playgrounds and gymnasiums). Therapy rooms should be near classrooms and integrated into the overall layout of the school not segregated in a special wing, hallway or area. For Speech Therapy: - The room should have good acoustics. - Good lighting is needed so students can observe enunciation. Resource Rooms 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. Recommendations Provide covered storage for items that are not in use on a regular basis. Provide sufficient storage to eliminate clutter so items are not out in the open. Provide good acoustical baffling, both within the classroom and from neighboring classrooms and the hallway. Provide good acoustical baffling 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 fields. 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 flickers.
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The Classroom
Equipment and Technology The 21st century ideal classroom is technology rich. This benefits all students, but assistive technology can be particularly helpful for students with disabilities. Some basic recommendations are: Computers Integrate computers into the classroom. One study site had 5-6 hook-up locations which made it easier for students with disabilities to connect to a computer in various areas of the classroom. Computer monitors should not be recessed. Rather they should be visible at all times so teachers can monitor the work being done as well as the sites that students are visiting. For students susceptible to distractions, the knowledge that the teacher can monitor their activity may encourage them to stay focused. Desktop monitors also allow students to provide peer support to each other. Make sure computers are within easy reach for students with orthopedic disabilities.

Computers provide lesson alternatives to students with diverse learning styles.

Teachers can easily scan computer monitors as students work.

Open storage provides easy accessibility but can also be distracting.

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The Classroom
Whiteboards and Bulletin Boards 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 flustered if they felt the entire class was watching them. Bulletin boards provide the opportunity to post student work and acknowledge student efforts and accomplishments. Other Recommended Technologies 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.) 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-field systems. (Disarno, N J, Schowalter, M, Grassa, P, 2002) Benefits of Sound-Field Amplification: All those in the classroom, rather than only those equipped with a receiver, can benefit from the amplification. Teachers do not have to talk as loudly, and are more likely to avoid voice problems. Amplification Systems Amplification 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 benefit from an amplified version of the lesson. This technology includes: 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 Amplification With a sound-field system, the signal (instructors voice or electronic source, etc.) is sent to an amplifier which is connected to one or more loudspeakers installed in the room. Lighting A. General Recommendations

The Classroom
The following recommendations were made to address lighting concerns in the classroom: Maximize light on instructional walls this is important for all students and especially for those with hearing and vision impairments. The front of the classroom 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 flicker or produce glare. Florescent lighting with electronic, rather than magnetic, ballasts are recommended. (There were many complaints about standard fluorescent lighting.) Provide natural light Teachers reported that students with autism were particularly sensitive to light and often benefited 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 flooring and desk or table tops B. Flexibility in Lighting Teachers objected to lighting that was harsh and inflexible 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 deficit disorder and visual impairments. The uniform light level in most classrooms and labs was also undesirable for teachers, who would like the flexibility 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 find them distracting and teachers working late in the classroom often found they were suddenly in the dark. Recommendations 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
Smart-Baord allows for multi-media lessons Blinds filter light and eliminate distractions.

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

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The Classroom
Acoustics As mentioned above, many students with disabilities are distracted by noise from within the classroom, from outside the classroom but within the school, and by noise from the outdoors. Recommendations: Use sound buffering materials in the classroom. Provide good acoustical barriers between the classroom and neighboring rooms, halls and the outdoors. Select chairs and tables that do not make noise when slid along the floor. (This noise is particularly troublesome for students who use hearing aids.) Install carpet squares if the school has the resources to maintain them properly so they can be replaced as needed. Site classrooms away from noisy areas (as detailed in the Distractions section). Install sound systems (or invest in portable ones), as described in the Technology and Equipment section. Storage Equipment, educational material, supplies and other items left in the open or clearly visible create a sense of clutter and can be distracting to students with a wide range of disabilities. These items can also create obstacles for students with vision and mobility challenges. Storage needs in the classroom should not be overlooked. Teachers need
Open storage may be distracting to students. Seats with an attached writing surface limit flexiblity and may not work for students with diverse needs.

The Classroom
Furniture Recommendations: Select chairs that are not attached to desks. Furnishings need to provide flexibility and desks should be accessible to students who use mobility devices or who can not bend or flex muscles properly. Wheelchairs should be able to fit under work surfaces. Teachers and students need to be able to easily move chairs and desks/tables into small groups. Having bariatric seating available increases flexibility, but it should blend in with other furnishings in an unobtrusive manner. Create flexibility to provide preferential seating for students who require it. Select tables and chairs that are adjustable in height to accommodate mobility devices and students of varying sizes. Have non-slippery surfaces on seats, or provide non-slip cushions so students do not slide out of chairs. Busy table surfaces can be distracting for students with attention difficulties (but may be stimulating for younger students.) Be aware of both possibilities. Select chairs without casters so students are encouraged to stay in one place. Chairs with casters are a distraction and can be dangerous. Many teachers use bookshelves, workbook racks and partitions to create learning centers. Some larger tables will be needed for projects, computers, etc. Again, wheelchair accessible tables should be available. As mentioned, purchase tables and chairs that can be moved/dragged across the room without making noise. Chairs should have glides and aides and teachers should be able to slide a seated student up to or away from a table or desk easily and quietly. (Some students cannot position their chairs without assistance.) Cubbies are needed that are easy to reach (especially by students using mobility devices) and provide sufficient storage for students belongings.

adequate storage but it should be the right kind located in the right place. Recommendations Avoid excessive amounts of open shelving. Provide closets. Have covers or enclosures for storage shelves. Purchase shelves that are strong. Shelves that students will be using should be low and easy to reach by all students, including those who use mobility devices. Extra storage may be needed for therapeutic equipment and an array of teaching tools. Many students use more than one mobility device (wheelchairs, standers, etc.) so space should be provided for storing the equipment not currently in use.

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The Classroom
Sinks and Bathrooms Sinks: While not necessarily geared specifically to students with disabilities, teachers did feel that sinks in the classroom were a valuable amenity. Sinks were desirable: 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. Toilets 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 childrens 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. 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 students ability to concentrate effectively. Many complaints were voiced about temperature fluctuations in the classroom, particularly in older buildings. Additional HVAC concerns that relate to students with disabilities include: Noisy HVAC systems can be distracting and make it harder to hear in the classroom. Air flowing directly onto students can be distracting and uncomfortable. Teachers report that students have trouble focusing when the classroom is stuffy. Flooring Recommendations

The Classroom
Miscellaneous Recommendations Loud speakers should have the capability of being regulated in the classroom to respond to the needs of students with hearing impairments and students sensitive to sudden loud noise. Flooring should have a matte finish to reduce glare (and waxed with a flat finish wax). Anti-skid flooring is desirable for all students but especially for those with mobility impairments. Carpeting is a trade-off: Carpeting can be difficult 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 floor. If carpeting is selected, carpet squares are recommended. They are less expensive to maintain since one square can be removed and replaced individually. If carpeting is used, it should not be installed near the sink area. To avoid mold and mustiness, the floor near the sink should be a tile product that is easy to clean. Sound absorbent flooring may have the same acoustical benefits of carpeting, but be easier to clean and maintain. Olfactory stimulation should be minimal to non-existent. Students could have allergies that are exacerbated by smells and smells can be distracting. Classroom doors with narrow glass panels give teachers the ability to monitor who is coming into the classroom. Doors should not blindly open into the corridor. Hinge guards or continuous hinges on doors will protect fingers of younger students or those with perceptual or intellectual disabilities.

Floor patterns should be simple and not distracting.

What is a Classroom Learning Center? A learning center is a place where students practice, demonstrate, and extend learning independent of the teacher (student center) or with the assistance of the teacher or an aide (instructor-led center). Centers are special places organized in the classroom for students to work in small groups, pairs, or individually. Centers are one way of providing the appropriate intensity of support that students of varied levels and abilities need to stay on grade level. Each center contains meaningful, purposeful activities that are a reinforcement and/or extension of what has already been taught by the teacher. Centers offer students the opportunity to apply previously taught skills and engage students in specific activities that are selected to differentiate instruction for each student or small groups of students. Students have the opportunity to engage in hands-on, targeted activities that align with and reinforce previously taught skills. Centers also foster cooperative learning, allowing students with higher skill abilities to help those with less ability in a particular skill. A classroom may include one or many centers that focus on topics such as math, language, reading, science and geography. Classrooms should be designed with enough space to accommodate several learning centers and still have space for entire class instruction.

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Bathrooms

T
Location

Bathrooms

Toileting independently increases in importance as students get older. Fortunately, bathroom design for supporting inclusion is fairly straightforward. Recommendations include: 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 beneficial. 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 floor to ensure privacy for students using the low toilets.

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 benefit from a grab bar at the sink to hold onto while they wash.

Toilets should be easy to flush. Models that have a button in the top of the bowl can be problematic to flush as the buttons can be difficult 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.

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 difficulties. Changing tables should be in self-contained rooms to promote privacy and hygiene.
Sinks of varied heights increase bathrooms flexibility. Faucets with single blade lever controls are better than those shown.

Water fountains should be two different heights to accommodate smaller children and students who use wheelchairs.

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Auditorium

Auditorium
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 file 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. For safety, design a room with multiple accessible exits. 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. Floors and walls with some give help to cushion a fall or a collision for someone with balance or gait issues. (This is also helpful for students involved in dance or gymnastic performances or who are required to run off stage during performances.) Stationery chairs provide more structure and support than folding chairs, although spaces that double as gymnasiums or cafeterias have limited options. Partitionable spaces increase flexibility by accommodating more than one activity simultaneously. Zoned or spot lighting by the front of the stage (or on it) is recommended. This will provide sufficient lighting so students can see interpreters. Students with hearing impairments may need electrical outlets for plugging in their headphones. Any windows should be equipped with shades, blinds, or another system of blocking natural light. The auditorium should provide storage for audio-visual materials.

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 benefit fully from the myriad learning experiences, assemblies and ceremonies held in this congregational space.

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Cafeterias

Cafeterias
Environmental Problems in Cafeterias: 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 filtering out background noise. Cafeterias can be unpleasant for all students but they can be particularly problematic for those with sensory, intellectual and attention deficit 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. 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.) Recommendations: Cafeterias need to be more acoustically comfortable. Acoustic In the schools that had pull-out classes for students with disabilities, some special education teachers opted to give up their own lunch period in order to allow their students to remain in the familiar, quieter classroom during lunch. For students with sensory impairments, these teachers felt the hectic and noisy cafeteria environment would have a lasting negative impact and be detrimental to the students participation in the afternoon agenda. However students who did this were not included in the normal lunchtime activity.

Lunchtime is one of the few school periods when students are able to socialize 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 interact and learn to relate to one another. The cafeteria should be a place that fosters this interaction.

Attached seating keeps furniture in place, but limits flexibility.

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.
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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

Cafeterias
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 flexibility 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 students 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.

The number of chairs in the cafeteria should be proportionate to the number of spaces available at tables.

Recommendations (continued): 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. Traffic 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 floor 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.

In focus groups, students who did not have mobility impairments reported that cafeteria tables were too closely placed so that you cant 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 find adjusting adjustable furniture (and moving furniture on wheels) somewhat irresistible.

Students who find 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 sizes 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).

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Tables should have enough room around them for students in wheelchairs to navigate between them.

Gymnasiums

Gymnasiums
Include cushioned surfaces or surfaces with some

T
gymnasiums should:

give so that students who fall or collide into floors, 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 teachers voice is amplified above 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.
Railing on bleacher seating

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 schools auditorium.) Findings from the studys observations and interviews indicated that to support inclusive education,

Non-glare backboard would benefit from a net of contrasting color

Keep glare to a minimum by using matte surfaces and having indirect lighting when possible.
Gymnasium can be divided to accomodate simultaneous activities Clear backboard reflects light, causing glare

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Playgrounds

Playgrounds
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: 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/difficulty focusing on task poor interpersonal skills 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. ADA Requirements and Modifications for Students with Mobility and Coordination Impairments: Provide wheelchair accessible routes to the fields and playgrounds. Keep the distance between the school building and outdoor recreation areas to a minimum, so students with ambulation difficulties 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 fields, 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 groundlevel position and have only a slight slope making them easier and safer for children with disabilities. Install low railings along pathways and at specific play areas to provide support to children with limited strength and/or mobility difficulties, including those in wheelchairs. Design Recommendations for Students with Intellectual Disabilities, Sensory Impairments and Learning Disabilities: Visual organization and legibility (for example, space between different playground equipment; clearly defined paths) Clearly defined 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 flexibility endurance balance and coordination social interaction
Spongy surface increases playground safety.

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.

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Playgrounds
Equipment and Activities

Playgrounds
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
Children can slide individually, or two or three across.

Play equipment offers variety, including parallel slides.

as one way to reach the top of a slide. Slides can end at ground level on a cushioned surface instead of

Safety: Try to keep playing fields and playgrounds away from parking areas, driveways, drop-off areas and roadways especially heavily trafficked roads. If there is no option, install fences, plant hedges, or provide other barriers so that students cannot dash out into the street. Typical fields 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 develop physical agility skills. 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. Monitoring/Supervision 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. Comfort: 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 students who need to rest or who cannot participate in the activities but want to watch them.

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.
Ramps allow wheelchair access Raised sandbox allows students in wheelchairs to play Percussion instrument offers play alternative to students with mobility impairments.

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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 buildings 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 be operated 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 office 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 traffic merges indirect lighting non-florescent lighting recessed water fountains, classroom doors, doors in general stagger classroom doors in hallways abut railing ends to walls add hinge covers to doors Vertical Circulation ramp any minor changes in level call attention to ramps by changes in flooring/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 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-florescent 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 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 Wayfinding 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 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 other paraprofessionals, mobility aids and maneuvering mobility devices, etc. Classroom flooring low-pile carpeting or easily cleaned surface with some give, and linoleum floor in sink area Classroom plumbing accessible sinks in classroom accessible method of turning on water (side mounted faucets, sensor, etc.) individual bathroom off classroom 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 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 traffic-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 Auditoriums Wheelchair seating integrated; choice of seating areas for wheelchairs ramps, not stairs same routes for all accessible stage good acoustics permanent PA system headphones for hearing impaired well-placed, well-marked exits Gymnasiums cushioned surfaces on floors and walls to prevent injuries non-slip flooring 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 fields and playgrounds keep diverse activities in close proximity for ease of monitoring locate fields and playgrounds away from parking areas and roadways 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) 44 45

References/Bibliography

Aiello, B. (1981). The Visually Handicapped Child in the Regular Class. Washington, DC: American Federation of Teachers, 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. Springfield, 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 amplification 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 Difficulties, 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 fitness 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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