Research paper

A Proposed school for special

children

Submitted to:
Arch. Emiliano Clemente

Submitted by:
Pia marcela Ocliaso
Paula Jane Gatmaitan
Introduction

Government statistics reveal that 10 to 13 percent of the country's school children

suffer from a form of physical, mental, emotional or behavioral disability (as of this
writing, it is unclear if this figure includes the autism sector). This statistic is currently
not supported by the 1,176 SPED teachers in 155 special education centers in the public
education system -- which only addresses a staggering three percent of students with
special needs. The growth of special education in the Philippines has been given a
relatively good support.

All these years both by the government, non-government organizations and

stakeholders in response.to the needs and challenges of the times. The level of awareness
of both the government and the private sector in providing equal opportunities to children
with special needs have considerably increased. One positive development in special
education is the implementation of Republic Act 7277, otherwise known as the Magna
Carta for Disabled Persons, an Act providing for the rehabilitation, self-development and
self-reliance of disabled persons and their integration into the mainstream of society. In
support of this legislation, the Department of Education has directed.

All school divisions in the country to establish Special Education Centers to help
provide effective Delivery of special education services nationwide.
Although special education in the country started 94 years ago, in many respects, the
demands
And needs of this program have not changed.

The advent of the 21st century requires new perspectives and directions in special
education
To meet the needs of the disadvantaged children against the persistent challenges and
demands of the new generation.

Child with a disability means a child evaluated in accordance with NC 1503-2

through NC 1503-3 as having autism, deaf-blindness, deafness, developmental
delay (applicable only to children ages three through seven), hearing impairment,
intellectual disability, multiple disabilities, orthopedic impairment, other health
impairment, serious emotional disability, specific learning disability, speech or
language impairment, traumatic brain injury, or visual impairment (including
blindness), and who, by reason of the disability, needs special education services.

In the bright school building with large and high windows and an open light well through
which sunlight shines down, children are living an active lifestyle. Playrooms and
multipurpose spaces are designed for children to move to their hearts content. Focusing
on education that supports individual initiatives and aims to overcome individual
challenges, the school provides education according to the childrens abilities and the
conditions.

Planning and Designing school for children with deficiency

Few components of the program for modern school design present a greater
challenge to
the designer than do facilities to meet the widely varied needs of exceptional children
(EC). These are students who, because of permanent or temporary mental, physical, or
emotional disabilities are unable to have all of their educational needs met in a regular
classroom without special educational and/or related services. While philosophy and law
dictate that children with special needs should be placed in the least restrictive
environment (LRE) [educated with non-disabled peers to the greatest extent possible],
many cannot succeed in the traditional classroom, or even in one having some
modification. It is therefore sometimes necessary to provide instructional spaces
designed especially for exceptional children.

A further complication to the designer and to his/her clients is that the children
with
special needs, and the type and severity of their needs, may vary dramatically from one
academic term to another, and from one school to another across the district. In addition,
on-going review and revision of applicable regulations and guidelines necessitate a
significant degree of flexibility in the physical facility.

Some exceptional children may spend their entire day in the traditional classroom;
some
may be pulled out for various lengths of time, at varying schedule, for instruction or
activities, therapy, or other functions in additional spaces. Other children, with more
profound needs, may be schooled primarily or totally in specially designed and equipped
classrooms.
Planning and Design Requirements
Provide versatile classroom spaces. Classrooms that provide a variety of choices in
the physical environment are preferable for all educational programs but are
indispensable for meeting the wide range of educational requirements for students with
disabilities and for helping them become successful learners.

For example, students with attention deficit disorders and emotional disabilities
often require greater physical and acoustical separation between activities to reduce
distractions, making single-space classrooms inadequate for their needs. A more
appropriate arrangement consists of a large common classroom area, an alcove off the
classroom, and a small room adjacent to the classroom that is acoustically isolated but
visible from the common classroom area. Varied ceiling heights can further define
separations and help control sound from one space into another. An alcove adjacent to a
classroom, for example, could have a different ceiling height than the main space.

Modular furniture can also provide versatility. Student worktables that can be
combined or separated to support a variety of activities such as individual work, small
group projects, and full class discussions are particularly useful. Data outlets should be
located throughout instructional spaces, not clustered. This arrangement provides
maximum flexibility for using instructional technology.

Versatility should not be confused with flexibility, which, while good in concept,
often results in generic, single space classrooms with uniform ceiling heights, lighting,
and acoustics. While such flexible spaces may accommodate many functions, they do
not serve any one function well. Versatility, on the other hand, makes a commitment to
providing greater variety in the classrooms physical environment and, in practice,
provides the most flexibility for both teaching and learning.

Minimize travel distances.

The distance students travel from one destination to another is an important

consideration in any school facility. For students with disabilities, it is even more
important. The time it takes them to proceed from one location to another can be
significantly greater than for nondisabled students. Physical education, music, art, the
library, food services, and elevators should be centrally located and never placed at the
far ends of the building. Multistory buildings may require more than one elevator to
provide reasonable travel distances for disabled students.

Maintain student dignity.

 Planners and designers should always consider ways of maintaining the dignity of
students with disabilities. Accommodations should avoid separating them from their
peers in instructional settings, drawing unusual attention to them, or limiting their
educational opportunities.

Natural environment study areas. More school sites are conserving and developing
the surrounding natural environment for educational and environmental purposes.
Wetlands are being created for storm water management and as an educational resource
that students and teachers can visit, study, and incorporate into the school curriculum.
Meadows, in lieu of turf, are being allowed to flourish, providing schools with a rich
study area and reduced maintenance costs. Some areas are being reforested and paths are
being developed for pedestrian and bicycle access. Planting beds are being constructed so
students may plant vegetables, flowers, and other growth that supports the schools
programs and learning objectives. The challenge is to design these natural features so
students with disabilities may use them. Pathways through the site should allow students
to observe and actively study natural areas. Path surfaces should be stable, firm, and slip
resistant while harmonizing with the surroundings. In wet areas, raised boardwalks can
serve as an accessible route. Some planting beds should be raised so students in
wheelchairs may have access. Raised beds meet the intent of ADA while remaining
accessible to students without disabilities. Behaviour, emotional and social development
Children who have behavioural, emotional and social difficulties may be withdrawn or
isolated, disruptive and disturbing and they may be hyperactive. They may lack
concentration and have immature social skills. Challenging behaviour may arise from
other complex special needs.
Children who have these needs may require a structured learning environment, with clear
boundaries for each activity. They may need extra space to move around and to ensure
a comfortable distance between themselves and others. They may take extreme risks or
have outburstsand need a safe place to calm down. Behaviour support or counselling may
take place in a quiet supportive environment.

Classroom acoustics.

A significant number of schoolaged children have hearing impairments. Between the

198889 and 199798 school years, the number of hearing impaired students who spent
80 to 100 percent
of their instructional time in the general education classroom grew from 27 to 39 percent
(Office of Special Education Programs 2000, table AB8). Moreover, many otherwise
healthy students suffer transient hearing losses from ear infections, colds, and allergies so
the
number of elementary school-aged children with hearing difficulty can be significant on
any one school day. A national acoustical standard is being developed that may include
fairly stringent background noise requirements for classrooms serving students with
hearing
impairments, attention deficit disorders, emotional disabilities,
and multiple disabilities. With the increasinumbers of students with disabilities placed in
general education classrooms, the requirements may become commonplace. Background
noise requirements have many implications for classroom design. Central heating,
ventilating, and air conditioning systems, for example, will become the system of choice
over the commonplace but often noisy classroom unit ventilator. Noise criteria will affect
the number and location of air supply diffusers, the design of duct work, fan selection,
and equipment location. Sound transmission through windows and exterior and interior
walls will receive closer scrutiny. In addition, classrooms will have to be acoustically
designed to allow simultaneous activities to take place and still serve the needs of
students with hearing impairments.

Building security.

Much attention is paid to keeping unauthorized individuals from entering our schools.
Keeping students with disabilities, such as autism and emotional disabilities, from
leaving the school building is also a problem. Between the 199192 and 199798
Years, the U.S. Department of Education reported a 318 percent increase in the number
of children with autism alone (Office of Special Education Programs 2000, table AB8).
Such students have a greater propensity for leaving the school building unsupervised and
risking
harm to themselves. The careful placement of school entries during the design process
minimizes the potential for student flight.

Access to areas within the school building that pose a potential threat of injury to these
students is another building security issue. Areas such as mechanical and storage rooms
with potentially dangerous equipment or supplies require special consideration.

Classroom design.

Although the majority of learning occurs in the classroom, the design and planning
process frequently places disproportionate attention and resources on noninstructional
spaces (such as main entrances, student commons, cafeterias, and corridors) while
ignoring the classroomits spatial characteristics, finishes, lighting, and acoustics. As
more students with
disabilities become the primary responsibility of general education classroom teachers,
shifting more money into classroom architecture will be a necessity

Indoor air quality.

The need to protect student health and the recognition that poor indoor air quality can
affect the learning process has increased the pressure on school districts to better manage
air quality. Students with disabilities are often the most vulnerable to poor indoor air
conditions. As more of them enter general education schools, close attention to indoor air
quality
has become mandatory.

Heating, ventilating, and air conditioning systems should

control humidity, eliminate contaminants at their source, incorporate high efficiency air
filters, and be easily and cleaned. It is best to select construction materials that eliminate
or dramatically reduce the emission of volatile organic compounds.

The design approach

An attractive, accessible school environment promotes a sense of belonging and
self-worth. Inclusive school design goes beyond a one-size-fits-all model, considering
all users and addressing any barriers that might deny anyone - children with SEN and
disabilities, disabled staff and visitors access to services. (See Annex A for legal
requirements and non-statutory guidance.) It may mean providing more than the norm.
The design principles that follow define the key characteristics that help to achieve
inclusive environments. Many
of these principles overlap and in a few cases conflict, so designers need to take an
holistic and coordinated approach to the design solution.
Access

An accessible environment helps children with SEN and disabilities take part in
school activities alongside their peers. School designs should ensure:
a simple, clear layout, easily understood by all users (See page 31.)
accessible circulation routes, broad
enough for people using wheelchairs
or sticks (See Circulation, page 41 and
Doors

ergonomic details (such as door handles) that mean everyone can use them
means of escape designed to take account of disabled people
Space
Some children with SEN and disabilities need more space for moving
around for example (some with mobility aids), for using specialist equipment, for
communicating, and for personal space. There needs to be room for:
saf e vehicular movement (which could be considerable in a special school)
safe clearances around furniture and equipment, especially for wheelchair users
additional staff working in learning and support spaces
storage and use of (sometimes bulky) equipment and a wide range of teaching
resources.

Sensory awareness

Designers should take account of the varying impact of a schools environment on

childrens sensory experience. For example, designers should consider:
appropriate levels of glare-free controllable lighting
good quality acoustics, taking into account the needs of people with
sensory impairments and/or communication and interaction needs
visual contrast and texture, which can be used for sensory wayfinding
reduced levels of stimuli, (for example, avoiding sensory overload for a child with
autism) to provide a calming background to learning
sensory elements - using colour, light, sound, texture and aroma therapeutically, in
particular for children with complex health needs

Enhancing learning

A well-designed environment enhances the educational experience for all children,

including those with SEN and disabilities. Designers need to consider:
teachers and children being able to communicate clearly
accessible workstations with space for learning aids and assistants alongside
furniture, fittings and equipment that support a range of learning and teaching styles
easy access to specialist ICT resources, personal belongings, aids and mobility
equipment.

Flexibility and adaptability

Schools need to be flexible for everyday use and adaptable over time to meet the current
and future needs of children with SEN and disabilities. Approaches include:
rationalising (non-specialist) spaces so their functions can change over time
having access to different sizes of space (possibly by moveable partitions) to suit
different needs
being able to adjust the environment locally (for example, lighting) for a variety of
learning needs
minimising fixed furniture, fittings and equipment to allow re-arrangement for different
activities and changing needs
positioning structural elements and service cores (lifts, stairs and toilets or load-bearing
walls) to allow future adaptation

1. It is important to establish any specific health needs of children early on and to seek
specialist advice where needed.

Health and well-being

Schools should promote health and well-being, dignity and respect, creating pleasant,
comfortable spaces for all. This means considering school life from the perspective of the
child, taking into account:
thermal comfort, particularly for people with limited mobility or those unable to
communicate their needs
ventilation that provides good oxygen levels to avoid drowsiness or discomfort, without
uncomfortable draughts
the need to minimise disturbance from sudden or background noise
accessible personal care facilities, provided at convenient intervals around the school
and integrating them sensitively into the design
specialist medical and therapy facilities, designed to appropriate standards
hygiene and infection control (especially for children with lowered immunity) in
relation to materials, ease of cleaning/maintenance and environmental services.

Safety and security

All children, including those with SEN and disabilities, need to feel safe and secure,
supported in their progress to independence. Levels of security required will depend on
early-stage
risk assessments. Designers need to consider:
good sight lines for passive supervision, particularly where inappropriate behaviour can
occur and where activities involve risk
zoning to reflect different functions or users
minimising risk2 of harm, without restricting the development of life skills
security - preventing unauthorized access and exit without looking

Sustainability

It is vital to achieve a high quality of sustainable design. DCSFs sustainability

framework states that: By 2020 the Government would like all schools to be models of
social inclusion, enabling all pupils to participate fully in school life, while instilling a
long-lasting respect for human rights, freedoms, cultures and creative expression.
Schools should demonstrate the following:
Social: having a fully inclusive and cohesive school community, with a positive
relationship with the wider community and other services accessing the site
Economic: achieving value for money based on the whole-life cost of the building,
bearing in mind the possible higher cost of meeting some of the needs of children with
SEN and disabilities and disabled adults
Environmental: minimising any negative environmental impact and making good use of
the sites microclimate and biodiversity, with efficient use of energy and resources,
ensuring the needs of disabled people are not compromised.

Sensory Considerations

Install soundproofing in the appropriate areas and provide good acoustics throughout
the school (see the Acoustics section in this document). Children with auditory
processing problems benefit from sound that is balanced.

Locate classrooms and labs away from noisy areas such as gymnasiums, outdoor play
areas, cafeteria, music rooms, vocational trades, entrances to the school, etc. to
decrease background noise.

Install sound enhancement systems (FM broadcast, etc.) in classrooms, labs, and
resource rooms. Prewire new construction for these technologies.
 Provide white boards in lieu of chalk boards and use smart or activity boards to
magnify a lesson.

Provide space for a sign language interpreter at the traditional front of the classroom,
near the board. Good lighting and unobstructed views are necessary for children who
read lips.

Eliminate or minimize glare in all spaces with good lighting, matte finishes, and
sunlight filtration at windows and at doors having vision lites.

Handrails and guides on the wall will assist with tracking. Locate water coolers in
alcoves and otherwise accommodate objects that would have protruded into

Circulation paths.

Color-code the different wings and areas of the building to assist wayfinding, and/or
color code floor patterns.

Alarm systems should be visual and auditory, and located so the signal can be heard
by students with vision loss and seen by students with hearing loss.

Signage and room numbers should be provided in Braille.

Do not install fixed furnishings immediately inside a classroom or lab entry. It is

sometimes necessary for exceptional children to pause upon entering the room to get
their bearings and to be advised by the teacher or peers of any obstacles close by.

Physical / Orthopedic Considerations

The entire school should be accessible so all students can be included in all activities.To
that end, every entry should be accessible and every gang toilet should have
accessible fixtures, so that exceptional children will not be relegated to the
handicapped facility.

Long travel distances are problematic for children using arm canes, manual
wheelchairs, or prosthetic legs. Careful design and care in locating various functions
can minimize distances traveled by persons with mobility impairments.

Design wide halls and doorways throughout the building. Locate elevators to
minimize travel time between first floor and second floor classrooms.

Doors must not protrude into the circulation path (as in out-swinging classroom
doors). Locate adjacent classroom doors so that they open flat against a wall or in a
recess, and not potentially strike other doors. Poor location of doors can contribute
to congestion in the hallways when large numbers of students simultaneously move
through adjacent doors. Install vision panels as appropriate.

The gymnasium, cafeteria, and auditorium and stage should be accessible to allow
students with disabilities to participate in all activities, and to sit and work with their
classmates.

For deaf

Providing information support bothaurally and visually An FM hearing-aid system

is used in ordinary and special classrooms. Teachers wear a pendant-like microphone
during lessons so that children can hear their voice through a hearing aid or artificial
inner ear. Obtaining information through the ear as much as possible facilitates
understanding of words and learning of speech.
Desks are arranged in a horseshoe shape so that children can easily identify the
mouth movement and sign language of the teacher and classmates. Many things are put
up in and outside classrooms to supplement information visually. In classrooms of
kindergarten and lower grades of the elementary school, signs showing the pronunciation
and furigana are added to posters and pictsigns so that children can learn names and
words together with how to pronounce them. There are more of such posters and
pictograms in the kindergarten and lower
grade classes and less in higher grade
classes. Chimes consisting of color lamps are placed over the blackboard in classrooms
lamps indicate emergency, the start of class and break, respectively. Children can grasp
the situation based on the color.

Learning and Intellectual Disabilities

Design considerations relating to these exceptional children focus heavily on

circumventing their susceptibility to distractions. The educational environment should be
structured to assist with task focusing and individualized learning. Some applicable
strategies include the following:

Locate classrooms away from potential distractionsboth visual and auditory.

 Good acoustics to decrease distracting background noisethe use of white noise,
acoustical wall panels, acoustical ceilings, etc. Reduce noise from HVAC systems;
do not use in-the-room unit ventilators.

Several different lessons or activities can occur simultaneously. Rooms should be

large enough that sub-areas can be created, as with screens, dividers, carrels,
furniture, etc. Adjacent small rooms or alcoves can provide space for individualized
learning, or removal if children are experiencing behavioral or focusing problems.

Provide lighting controls and window treatments to filter sources of distractions (i.e.,
glare, direct sunlight, or outdoor activities) and to make the board easier to see. Subareas
of the classroom should have independent dimming capability.

Utilize enclosed storage, not open cubicles, so students are not visually distracted by
supplies and equipment.

Sound enhancement systems (FM broadcast, etc.) are also necessary in these
locations (i.e., not just for students with hearing loss), so the teacher is distinctly
heard, distractions are filtered out, and the student can remain focused on the lesson.

Proximity to restrooms impact the time spent un-focused on the lesson.

Acoustic isolation from adjacent areas is necessary.

Classroom windows should not face areas that pose potential distractions
(activities).
Use differing floor treatments to define specific areas of the room, with flush
transitions between the materials.
Wall surfaces should be sturdy and easily cleaned. Rough texture surfaces or those
vulnerable to easy penetration (such as standard gypsum board) should be avoided.
Avoid sharp corners on walls, furniture, and cabinetwork.
Low suspended acoustical tile ceilings should be avoided.

Cafeteria

Avoid changes in floor elevation. Even if accessible seating is provided in one area,
exceptional children who cannot be seated in any part of the room of their choosing
will feel outcast. (Or provide ramp access to all areas.)

Keep all aisles a minimum of 36 inches wide. Sometimes overlooked is the aisle
between the serving line and the control railing.

Keep the tray slides continuous if possible. Picking up and carrying trays can become
problematic.

Display cases shoshould be accessible with one hand (important for persons using
canes,
crutches, etc.).

The dining hall where all children of the school gather for lunch and an open entrance
hall with a well hole through two stories at the center of the school are
for spontaneous interaction by children of the two education departments (for the
mentally impaired and for the physically impaired). The entrance hall has benches and
sofas where children enjoy conversations with friends and teachers during break after
lunch and after school

Restrooms

are carefully designed to accommodate disabilities: they are wide for easy entrance
and exit in wheelchairs and are equipped with a shower room and a sink to wash away
dirt, for example (9).
Hand-wash stations in corridors are installed at two height levels considering the use of
wheelchairs and the difference in physical size. A large open space is under the wash-
basins to enable access in wheelchairs. Corridors are 3.5m-wide so that wheelchairs
placed before classrooms do not hinder traffic (11).

Gymnasium

Most students with disabilities will be served in general physical education classes.
Alternative methods of instruction, where appropriate, are designed according to the
individualized education program (IEP) of the student.

Provide adequate lockable storage for specialized apparatus and equipment.

Ensure access to the weight room (all equipment) and to equipment storage rooms.

In auxiliary P.E. teaching stations and therapy rooms, the ceiling structure or
designated areas overhead should be reinforced to support the weight of a student and
any special equipment. Apparatus is sometimes hung from the structure above, to
facilitate student transfers or to support exercise devices.

Ensure appropriate access in the locker rooms, to include lavatory height, hand dryers
and hair dryers height, lever handle faucets, temperature safety controls on faucets,
mirror mounting heights, etc.

A separate, private drying/dressing area should be provided outside each shower stall.
Utilization will increase by the majority of students as well as by the disabled.

Because facilities such as the field and the gym are often used as life-long sports
facilities for graduates, the gym has an entrance for external users. The gym also has a
restroom that can be used from the field side.

Ensuring wheelchair bay with traffic

line in mind Because one child uses multiple wheelchairs (e.g. for indoor, outdoor,
eating) it is necessary to prepare a space for more wheelchairs than the number of
children. In the new building, there is a space for wheelchairs in a corner of a wide
corridor in the area for education for physically-impaired children, in a way not to
interfere with traffic.

Efficiently using small spaces Small spaces like the lobby are created at the side of
stairs of shared area and other places. The bright and open spaces are used for workshops
and presentations of vocational training and extracurricular activities physical activities
the gym is air-conditioned so that children who have difficulty in temperature control can
also safely participate in physical exercise and events 11). Mirrors and whiteboards
attached to the walls are used for giving instructions about the position in sports,
checking body movements and other purposes during learning activities.

Facilities that enable flexible response to varied learning contents and styles
Classrooms have movable partitions and storage spaces to create spaces for flexible
response to
diverse educational activities including teaching one-on-one and in groups. The facilities
are designed to support childrens independent learning and fulfilling school life through
diverse activities.

Building Security

Most methods of building security are intended to keep unauthorized individuals out of
the school, but keeping students with disabilities such as autism and emotional disability
from leaving the building is also a concern. Such children have a greater propensity for
leaving the building unsupervised, and thereby risk harm to themselves. Fortunately,
many of the techniques for preventing intrusion also function to preclude unauthorized
egress, for example

the careful placement of entries during the design process so that observation by staff
is always likely

the installation of alarms on exit doors that are not under staff observation

the installation of key-card or pass code locks on doors that are not required exits.
For additional considerations, see Design of Schools to Resist Violent Attack, available
on
the School Planning website, noted above.
Also of importance is the limiting of access to areas within the building which pose a
potential threat of injury to unauthorized individuals. Obviously, mechanical and storage
rooms or areas with potentially dangerous equipment or supplies should be locked.

Building Circulation

As noted above, mobility issues, while important, are not the only types of disability to be
considered. Persons with limited vision will benefit from the thoughtful integration of
color, texture, and pattern into the building, especially for the purpose of wayfinding.
Some visual limitations are significantly exacerbated by bright lighting or glare, as for
example that caused by an unshaded west-facing window at the end of a corridor.
Persons with hearing limitations, as well as everyone else, will benefit from the control of
noise and reverberation in corridors and locker areas.
The location of circulation paths for exceptional children throughout the building will
require special care. On one hand, it is not desirable to locate all services for EC in one
area of the building, and certainly not in one remote or separated area. Travel between
the various EC classrooms and support rooms will be frequent. But it is also desirable to
facilitate travel between the EC rooms and core facilities of the building, such as
cafeteria, media center, gymnasium, administration, and health services. Also, designers
should keep in mind that current practice is to include exceptional children into the
regular classroom, at least part of the day, as their individual situations allow.

Interior Materials:

All room surfaces should be addressed in order to control excessively long

reverberation
times. The sound absorption coefficients for various ceiling, wall, and floor materials are
important in improving room acoustics; there are many publications by manufacturers
and consultants which address this criteria. In reviewing that data, it is important to note
the absorption provided in the critical frequencies, speech frequencies. Most surface
materials do not absorb low-frequency sound as effectively as high-frequency sound.

Ceilings.

Where reverberation time is a problem, a major contributor to this situation is

often high, very reflective ceiling surfaces. A ceiling height of 9-12 feet is often
considered optimal for the speaking-listening environment. Acoustical ceiling panels are
beneficial, as are suspended banners, student work, and similar absorptive items.

Floors.

Carpet is excellent for reducing noise and reverberation, but presents difficulties
in sanitation (in case of spills or accidents), and in regard to indoor air quality and
allergic reactions. The Designer should carefully coordinate with the client conccerning
the type and location of any carpet to be used in EC facilities.

Windows and Doors.

Glass is highly reflective of sound, and acoustical treatment may be

necessary. Double-pane glazing is necessary for reasons of sound isolation as well as
energy conservation. Well-fitted and weather-stripped doors and windows, with proper
sealant around the frames, will help to lessen noise from exterior or adjacent sources.
Walls. Reflective wall surfaces may be treated in various ways to dampen noise and
reduce reverberation time. Such modifications include acoustical panels and cork, felt or
flannel bulletin board.

Classrooms have a double door with a 2.7m opening through which two
wheelchairs can easily pass each other. Transparent acrylic boards through which one can
see the opposite side are set beside door handles in order to prevent collision of children.
Acrylic boards are also set at
the adult eye level so that teachers, etc. can see the situation in the room without diverting
the children attention.
Designing facilities to ensure safety and security

A curved mirror is installed at each of the corridors of the School for the Deaf to
prevent bumping. In addition, there are many displays as visual school broadcasting at
key spots of the school to deliver information for daily activities. In the event of an
emergency, textual
information on the earthquake, fire, or suspicious individual is broadcasted to prompt
evacuation of children . In the School for the Blind, grey rubber with patterned indented
surfaces that
children can feel under their feet is attached on both sides of the corridor floor while
handrails are installed on the walls. Braille blocks are installed under the entrance of each
room and the room name is displayed in Braille on the handrail. Designing facilities
giving consideration to diverse activities and development stages large sliding doors of
classrooms for the Physically
Challenged are designed for smooth entrance and exit of multiple wheelchairs at the same
time. Halls before the classrooms are used for various small group activities such as
gathering of
children of the same grade. Each room of the School for the Deaf is equipped with a
collective hearing aid system. An infrared ray deaf-aid system is adopted in classrooms of
the elementary
school and above, while a magnetic loop system is adopted in the kindergarten
considering the childrens level of development.

Things to consider in arranging the classroom

It is essential to have a well-organized classroom that is free of visual and physical

clutter. As a rule, avoid excessive furniture, materials and equipment, but dont go to the
extreme of having your room resemble an institution. Be sure that the activity areas are
well-defined. Obviously a preschool classroom will have different needs from a multiple
disability and from that of 4th grade room or high school classroom. Consider the needs
of your class and plan accordingly.

It is essential to have a well-organized classroom that is free of visual and physical

clutter. As a rule, avoid excessive furniture, materials and equipment, but dont go to the
extreme of having your room resemble an institution. Be sure that the activity areas are
well-defined. Obviously a preschool classroom will have different needs from a multiple
disability and from that of 4th grade room or high school classroom. Consider the needs
of your class and plan accordingly.
 Arrange the furniture to provide clear traffic paths and that these routes or
pathways are safe and accessible to help develop orientation and mobility skills for
students that are mobile. It is also important to allow enough space for any wheelchairs,
standers and other specialized equipment to be moved. Position furniture in such a way
that it enhances their freedom of movement.

Be sure you do not stack shelves and containers higher than shoulder height. This
not only obscures the view of the classroom and creates a maze effect, but it is also a
safety hazard if the shelves and containers are not secured.

Have materials in a consistent location. This will not only make the materials
accessible to the student, but will also help you and other team members locate needed
materials. Refer to Labeling System for suggestions on labeling the materials to make
them easy to find and to promote literacy.

For students with low vision, provide good contrast in furnishings, walls, and
floors. Sometimes this cannot be controlled due to availability, but keep in mind that a
visually cluttered carpet can pose safety risks if toys are left out on the carpet and can't be
readily seen by a student with low vision.

Be aware of surface changes (wood, carpet, tile, etc) and highlight edges if there is
not a good contrast. There are a number of ways to do this that are permanent or
temporary. Placing Duct Tape along the edge is a temporary way to highlight edges. Duct
Tape is now available in a variety of colors and prints. Select a color that provides good
contrast and avoid the patterned tapes. A permanent solution is to paint the edges or apply
rubber grips to the edges of steps. A contrasting color of tape can be placed around the
perimeter of tables and cabinets if you find the student frequently bumping into corners.
You may also need to use color or contrast to outline steps, outlets, and switches.

For students with little or no functional vision, using different floor textures
(differentiating between tile and carpeted areas) may be helpful to provide the student
with extra tactual clues.

It is important to provide a good trailing surface if the student is mobile. This

allows a student to feel along the edge of a cabinet or table to help them move throughout
the room.