III.

Universal Design in Educational Facilities

Universal design is about providing accessibility and also creating a more inclusive and
learning-friendly environment in school. Schools that are built based on universal design principles
will be more effective because they will enable children to learn, develop, and participate, instead of
disable children by creating barriers to their development and participation. Some factors that can
affect their learning environment include space, light, materials, and even colors that are used for the
facilities.
Considerations for universal design in education include:

 Getting to school

 Selecting an accessible school site

 Planning a school site

 Designing and building

 Creating a learning environment

 Hygiene—toilet, shower and sink facilities

 School playground and physical education

 The cost of providing accessible schools for inclusive education

Benefits of universal design of educational facilities include:

 Universal design of educational facilities will be easier to maintain because the buildings will have
fewer stairs, wider door openings, less obstacles to circulation and more durable walking surfaces.

 Improved lighting and elimination of hazards will lead to fewer accidents.

 Schools are often the largest civic facility in rural villages, therefore, accessible school buildings are
likely to increase participation in civic life for all people. This participation may reinforce the value of
school attendance and help to ensure that facilities keep their children in classes.

 In case of emergency, school buildings are often used as temporary shelters. Not making them
accessible may exclude people with disabilities and others with limited mobility.

According to the UN Convention on the Rights of Persons with Disabilities, universal design
means the design of products, environments, programs, and services to be usable by all people, to the
greatest extent possible, without the need for adaptation or specialized design. One of the barriers of a
building that an end-user will encounter is stairs. These must be climbed before we can enter the
building. All public buildings should therefore offer alternative ways to enter.
Ramps are in most cases easy and relatively inexpensive to build and will benefit many. Ramps
should therefore be added on to all existing schools and other public buildings. Ramps and walkways
should be incorporated into the design, in such a way that they do not become separate features for
children, teachers, parents with disabilities, women who are pregnant, and the elderly, but will present
attractive, alternative access-ways for all users.
Universal design is not only about providing accessibility but to accommodate all its possible users
that will enable children, elderlies and persons with disabilities the opportunity to learn, develop, and
participate, instead of disabling them by creating barriers to their development and participation.
The 7 principles of universal Design:
1. Equitable use
The design is useful and marketable to people with diverse abilities (people both with and without
disabilities). Equal access for all children to schools and school facilities can be implemented with
simple and relatively inexpensive solutions.
2. Flexibility in use
The design accommodates a wide range of individual preferences and abilities.
3. Simple and intuitive use
Use of the design is easy to understand, regardless of the user's experience, knowledge, language
skills, or current concentration level.
4. Perceptible information
The design effectively communicates necessary information to the user, regardless of ambient
conditions or the user's sensory abilities. It is important that school books are made available in
regular ink print as well as in Braille. The ink print should be of good quality and with good contrast
colours. A minimum font size of 12 should be used. If books are printed with smaller font sizes, they
need to be made available in large print for children with low vision.
5. Tolerance for error
The design minimizes hazards and the adverse consequences of accidental or unintended actions.
6. Low physical effort
The design can be used efficiently and comfortably, with a minimum of fatigue.
7. Appropriate size and space
Appropriate size and space is provided for approach, reach, manipulation, and use regardless of user's
body size, posture, or mobility.

IV. Design of Safe Schools (in case of terrorist attacks and school shooting)
Site Design for Security
School sites
Site design can play a major role in guarding against attacks that are carried out by inside or outside
perpetrators who, for whatever reasons, target a school and its occupants. The major threats faced by
schools are various types of shooters, small bombs that may be carried into the school by one or two
people, and the possible use of CBR agents as a direct means of attack or an indirect collateral threat.

Security implications of Site characteristics

The following are some of the site characteristics that may affect the vulnerability of a school building
to blast and CBR attacks:
 School footprint relative to total land available
 Existing or proposed location relative to the site perimeter and adjacent land uses, and the
available distance between the defended
 perimeter and improved areas offsite
 Overall size and number of the buildings to be placed onsite
  Massing and placement of school buildings that may impact views,
 sight lines, and screening
 Access via foot, road, rail, water, and air
 Presence of natural physical barriers, such as water features, dense
 vegetation, and terrain, that could provide access control or shielding, or suitability of the site
for the incorporation of such features
 Topographic and climatic characteristics that could affect the performance of chemical or
other windborne agents and other weapons
 The number of access and egress points, such as visitor entries, staff
 entries, and loading docks
- Internal vehicular (e.g., driveways, surface parking areas) and pedestrian circulation
- Location of high-risk areas within the school building that require
 access control and higher levels of security
 This section reviews the most important of these characteristics from the
 Perspective of security protection.
Location and size
In most cases, the size of the site corresponds to its location in a metropolitan area or in a suburban or
newly developed area.
Urban - Urban schools sites are usually smaller and, because of the higher cost of land, schools have
at least two to three stories.
Suburban and Rural - Sites in the suburban and newly developed areas on the periphery are much
larger and usually have low lot-coverage ratios, which means that the school building can be placed
farther away from streets and other public areas.
The placement of the building(s) on the site provide the first opportunity to establish adequate
standoff distances and outline security perimeters. Unless the site is a very high-risk site, school
building placement based on construction and operational efficiencies may well take precedence over
optimal security requirements for a rare or non-existent event.
Topography
The topography of the site is a very important security issue because it determines the
opportunities for internal surveillance of site perimeters and screening of internal areas from external
observation points.
Building form, placement, and landscaping may help define the line of sight, and can
facilitate effective control of potential hostile surveillance. Schools in high-risk zones may require
additional protection immediately adjacent to the structure in the form of a clear zone, free of all
topographic obstructions or even landscaping that might provide hiding places.
Building Orientation
Orientation of a school building on site, can be a major factor for security. The building’s
orientation addresses: a building’s spatial relationship to the site, its position relative to the sun and
prevailing winds, and its vertical or horizontal aspect relative to the ground.
The building orientation is relative to the sun, climate control and lighting requirements can be met
while reducing power consumption. The use of light shelves, skylights, clerestories, and atria can also
provide lighting while reducing energy usage. Some of these energy conservation techniques have
important security implications and must be examined carefully for their vulnerability to blast loading
and exposure to CBR agents.
A structure’s orientation in relation to the prevailing winds on site is significant characteristic with
respect to the possibility of a CBR attack or hazardous material release.

Building Configuration
School building configuration, directly affects the building’s physical security and the ability of
school authorities to monitor and enforce access control.
Many suburban schools use the campus style of organization, with multiple single-story buildings
spread around the school grounds. This type of organization is difficult to secure unless the perimeter
is controlled and only a single access point to the school is maintained and monitored at all times.
A more compact organization of multiple school buildings, usually grouped around a central
courtyard provides for easier surveillance and access control. By limiting the access to the inner
courtyard and creating a secure enclosure, the school buildings’ exposure to attack from the outside is
significantly reduced.
With respect to the attacks with explosive charge, the shape of the school building can contribute to
the overall damage to the structure. For example, U-, H-, or L-shaped buildings tend to trap shock
waves, which may exacerbate the effect of explosive blasts. For this reason, school buildings with re-
entrant corners are much more vulnerable to blast damage. In general, convex rather than concave
shapes are preferred when designing the exterior of a school building.
Vegetation
Vegetation on site can open or block views for security purposes, as well as provide shade and
enhance the appearance of the site. It can also be a source of threat because it can provide hiding
places for people and explosive devices, and facilitating surreptitious approach by potential attackers

Crime Prevention through Environmental Design

CPTED builds on three strategies:
 Territoriality (using buildings, fences, pavement, sign, and landscaping to express ownership)
 Natural surveillance (placing physical features, activities, and people to maximize visibility)
 Access control (the judicial placement of entrances, exits, fencing, landscaping, and lighting)
Layers of Defense
First or Outer Layer that consists of natural or manmade barriers usually at property line or
sidewalk/curb line. Typically, the school perimeter is marked by no more than a fence, and is often
completely open.
Second or Middle Layer usually extends from the perimeter of the site to the exterior face of a school
building. Third or Inner Layer starts at the building envelope and extends into the interior of the
school building.
Access control
Access control is one of the key elements when determining effective placement of a school building.

Vehicle Approach Speed Control

The threat of vehicular attack can be reduced significantly by controlling vehicular speed and
removing the opportunity for direct collision with the school building.
The following are some familiar devices and design methods of reducing vehicle speed:
 Traffic circles
 Curved roadways
 Chicanes (obstacle placement used to create a curved path on a
 straight roadway)
 Speed bumps and speed tables
 Raised crosswalks
 Pavement treatments
 Use of berms, high curbs, and trees to prevent vehicles from departing the roadway

Entry Control and Vehicular Access

 The objective of the access point is to prevent unauthorized access, while at the same time
controlling the rate of entry for vehicles and pedestrians. An access point is a designated area for
authorized school building users, such as employees, visitors, and service providers.

The number of access points into a site should be minimized because they are a potential source of
weakness in the controlled perimeter, and are costly to construct and operate. However, at least two
access control points should be provided in case one is shut down by maintenance, bomb squad
activity, or other causes.
Perimeter Security
To achieve a welcoming atmosphere when incorporating security barrier
systems, consider the following recommendations:
 Sidewalks should be open and accessible to pedestrians to the greatest extent possible, and
security elements should not interfere with circulation, particularly in crowded locations.
 Barrier layout at sidewalks should be such that a constant clear path of 8 feet or 50 percent of
the sidewalk, whichever is the greater, should be maintained.
 All necessary security elements should be installed to minimize obstruction of the clear path.
They should be placed in an available amenity strip adjacent to most curbs, which is typically
designated for street furniture and trees and not part of the existing clear path.
 n Any security (or other) object placed at the curb should be at least 2 feet from the curb line
to allow for door opening and to facilitate passenger vehicle pick-up and drop-off where
permitted along the curb. Ideally, passenger drop-off points should be located in pullover or
stopping points where the setback is greatest.
 Design and selection of barriers should be based directly on the threat assessed for the project,
as well as available countermeasures and their ability to mitigate risk; excessive barriers
should be avoided.
 Block after block of the same element, no matter how attractive, does not create good design.
When a continuous line of bollards approaches 100 feet, it should be interspersed with other
streetscape elements, such as hardened benches, planters, or trees.

Barrier System Design Examples

Bollards
Engineered Plants

Fences

Physical Security Devices

Direct Evacuation/Escape Routes should be provided in locations where students, teachers, and staff
can be trapped in rooms and create easy targets for the shooter. These emergency exits should be
provided in addition to the established fire escape routes to allow for faster escapes, redundancy, and
greater flexibility in emergency evacuations.
Safe Rooms are not typical features in educational facilities, but in some locations, a safe room may
provide refuge from floods, high winds, or CBR attacks. With some structural and equipment
enhancements, at very small cost, these safe rooms can be adapted to act as a refuge from a shooting
attack. Such a room may also deter active shooters, because they do not usually exert great effort if
there are other available and unprotected targets.
Weapon Detection Systems are used in conjunction with entry control systems to prevent persons
from gaining entry with a concealed weapon.
Video Assessment and Security Cameras enhance the staff’s ability to respond to attacks or
emergencies quickly and appropriately.

Communications Systems
Telecommunications systems are essential to the operation of many modern security devices in
addition to providing the ability to alert external responders of an emergency. Schools should have an
independent system, such as radios or cellular phones, to alert responders.

Protection against Blast Threat

To achieve a desired level of protection, the protective design requires a balance of two measures—
standoff distance and building hardening. If protective measures are in place to keep the design
basis threat bomb a significant distance from the building, then minimal hardening may be acceptable.
Alternatively, if the available standoff distance is only the width of a sidewalk, then significant
building hardening may be necessary. The actual solution may be a blend of these two measures,
whereby the building is hardened for the standoff that is available. In any case, decision makers need
some understanding of the relationship between bomb size, standoff distance, potential building
damage, and potential casualties to understand the impact of selecting a design basis threat and a level
of protection.
 Redundancy. The use of redundant lateral- and vertical-force-resisting systems is highly
encouraged when considering progressive collapse. Redundancy tends to promote a more
robust structure and helps to ensure that alternate load paths are available in the case of a
structural element(s) failure. Additionally, redundancy provides multiple locations for
yielding to occur, which increases the probability that damage will be constrained.
 Ductile (flexible) structural elements and detailing. Both the primary and secondary structural
elements must be capable of deforming well beyond the elastic limit without experiencing
structural collapse. Hence, the use of ductile construction materials (i.e., steel, cast-in-place
reinforced concrete, etc.) for both the structural elements and connection detailing is
encouraged. The capability of achieving a ductile response is imperative when considering an
extreme redistribution of loading, such as that encountered in a structural element(s) failure.
 Capacity for resisting load reversals. Both the primary and secondary structural elements
should be designed to resist load reversals in the case of a structural element(s) failure.
 Capacity for resisting shear failure. Primary structural elements maintain sufficient strength
and ductility under an abnormal loading event to preclude a shear failure. If the shear capacity
is reached before flexural capacity, a sudden, nonductile failure of the element could
potentially lead to a progressive collapse of the structure.
Building Envelope
The exterior face of the building represents the most fragile, yet the most significant layer of defense
against an attack on a school.
Exterior Wall Design
The exterior walls provide the first line of defense to prevent air-blast pressures and hazardous debris
from entering the school building. Generally, simple geometries, with minimal ornamentation (which
may become flying debris during an explosion), are most easily protected. If ornamentation is used,
lightweight materials such as timber or plastic, which are less likely to become a projectile in the
event of an explosion, are recommended.
Materials
Poured-in-place reinforced concrete will provide the highest level of protection, but solutions like
pre-cast concrete, reinforced concrete masonry unit (CMU) block, and metal studs may also be used
to achieve lower levels of protection.
For pre-cast panels, consider a minimum thickness of 5 inches with two-way reinforcing bars placed
at a spacing not greater than the thickness of the panel. Connections into the structure should provide
as straight a line of load transmittal as practical, using as few connecting pieces as possible.

Window design
Window systems (e.g., glazing, frames, anchorage to supporting walls) on the exterior façade of a
school building should be designed to mitigate the hazardous effects of flying glass during an
explosion event.
General design guidelines for windows and glazing include the following:
 Orient glazing perpendicular to the primary façade to reduce exposure to blast and projectiles
place windows away from doors so that, if the windows are broken, the door cannot be
unlocked.
 In schools requiring high security, minimize the number and size of windows in a façade. The
amount of blast entering a space is directly proportional to the amount of opening on the
façade.
 Consider using burglary- and ballistic-resistant glazing in high-risk school areas.
 Consider using laminated glass in place of conventional glass.
 Consider window safety laminate (such as mylar) or another fragment retention film over
glazing (properly installed) to reduce fragmentation.
 Position the operable section of a sliding window on the inside of the fixed section and secure
it with a broomstick, metal rod, or similar device placed at the bottom of the track.
 Place horizontal windows 6 feet above the finished floor to limit entry.
 Consider using steel window frames securely fastened or cement grouted to the surrounding
structure.
 Minimize interior glazing in high-risk areas (e.g., lobbies, loading docks).

Roofing
Consider designing buildings with a sacrificial sloping roof that is above a protected ceiling.
References:
http://www.heart-resources.org/wp-content/uploads/2013/08/Universal-design-of-schools-and-
classrooms.pdf
Buildings and Infrastructure Protection Series Primer to Design Safe School Projects in Case of
Terrorist Attacks and School Shootings FEMA-428/BIPS-07/January 2012 Edition 2
(https://www.dhs.gov/xlibrary/assets/st/bips07_428_schools.pdf)