Prepared in response to the June 2007 General Accountability Office report, "Emergency Management: Most School Districts Have Developed Emergency Management Plans, but Would Benefit from Additional Federal Guidance" (GAO-07-609), this NCEF report reviews current practices in school building design for accommodating the evacuation and sheltering needs for the disabled. The report provides two recommendations: (1) School emergency management plans should include procedures and training for evacuating special needs and disabled students in a variety of emergencies and building conditions and by a variety of routes; (2) Schools should continue to work with emergency planners and building designers to ensure that facilities are equipped to shelter a range of individuals with special needs. 4p.

Reports on the Los Angeles Unified School District's progress in complying with a consent decree to improve accessibility of its schools to those with disabilities. The web site for this report includes the memorandum of the Independent Monitor, the consultants report, an accessibility compliance tracking log listing all the District's facilities, and 15 site surveys at specific LAUSD facilities. The report main conclusions are that the District's tracking is considerably inaccurate, expenditures are misrepresented, and that widespread disregard of federal and state accessibility standards exists for new and renovated schools. 534p.

Advises on the accommodation of the disabled during a disaster, covering levels and types of disabilities, special equipment and supplies to have on hand for the disabled, and procedures for working with individuals impaired in hearing, vision, learning, and mobility, as well as their service animals. Advice on evacuation planning, psychological symptoms, stress factors, and communication is included. 45p.

Assists designers and operators in using federal accessibility guidelines for play areas by establishing minimum accessibility requirements for newly constructed and altered play areas. It provides specifications for elements within a play area to create a general level of usability for children with disabilities. Emphasis is placed on ensuring that children with disabilities are generally able to access the diversity of components provided in a play area, with consideration to layout, circulation paths, and the selection of play components. The guidelines also address the balance of costs, safety, and accessibility. 40p.

Offers guidance to assist with inclusion of universal design in long range educational facilities plans. The guidelines recommend the assembling of a facilities advisory board and an inclusion planning board to network with experts in inclusive education. These boards should be familiar with the federal requirements for accommodation of disabled persons, the condition and accessibility of existing facilities, and should develop facility and adjacency guidelines for the district. They should be equipped with demographic data including enrollment projections and the location and distribution of special needs students, which they should synthesize and communicate to appropriate personnel. Summary guidelines for the inclusion of disabled students are included, organized by type of disability. 15p.

Provides building design guidance for accommodation of special needs pupils in British schools. The individual parts of the document describes the key issues which designers need to understand when commencing a project, outline the legal framework and educational context; provides information about the main categories of special educational need and describes the ways in which provision can be made to meet them; covers how local educational authority strategic planning will assist in the decision-making and briefing processes to meet local needs; provides guidance emphasizing the need to design accommodation which enhances pupils access to a broad, balanced and relevant curriculum that is also age-appropriate at each phase of education in all schools; gives practical and technical advice to assist in achieving best value; and advises on project-planning, with typical model schedules for different types of special school. 291p.

In many countries all over the world, access for patrons with disabilities to use libraries is not yet available or even expected. In order to provide equal opportunities for all library users, it is necessary to look with the eyes of these patron groups at the physical condition of library buildings, as well as library services and programs. This checklist--developed by the IFLA (International Federation of Library Associations and Institutions) Standing Committee of Libraries Serving Disadvantaged Persons (LSDP)--is designed as a practical tool for all types of libraries (public, academic, school, special) to (1) assess existing levels of accessibility to buildings, services, materials and programs and to (2) enhance accessibility where needed. Accessibility needs of library staff are beyond the scope of this document. A list of related resources and useful web sites in English is also included. 18p.

Provides specifications for various building elements and spaces, including entrances, ramps, parking, restrooms, and telephones, etc. This edition represents the culmination of a decade-long review and update of the Board's Americans with Disabilities Act Accessibility Guidelines (ADAAG), which were first published in 1991. Revisions have been made so that the guidelines continue to meet the needs of people with disabilities and keep pace with technological innovations. As part of this update, the Board made the Guidelines more consistent with building codes and industry standards. It coordinated extensively with model code groups and standard-setting bodies throughout the process to reconcile differences. These guidelines serve as the baseline for standards used to enforce the ADA and the Architectural Barriers Act (ABA). 310p.

Presents the plan to build a new state-of-the-art school to replace the two Virginia Schools for the Deaf and the Blind. The report addresses the educational program, the proposed mission of the new school, and an architectural program. The resulting architectural program can be found in Appendix B and specifies the spaces needed for the program. The completed campus will accommodate 300 deaf, blind, and multi-disabled students with sensory impairment in the classrooms and dormitory settings. The needed staff and additional program components such as expanded support services, parent resource center, professional development center, and outreach services are also planned for in the campus design. 47p.

Provides information and strategies to help ensure that child care facilities are welcoming and usable for everyone possible, covering principles of universal design, ideas to incorporate into existing and future facilities, review points for assessing the universal design features of a child care center, an overview of disability types and design tips for accommodating each group's needs, and resources for additional information. 92p.

Presents practical solutions to creating accessible playgrounds, often with ease and at low cost. Examples are based on existing good practice and consultation with disabled children, their parents and caregivers, equipment manufacturers, and government officials. Chapters are arranged according to the way the process typically proceeds: Understanding the Issues, Getting Started, Consulting and Engaging with Disabled Children and their Families, Inclusion by Design, and Moving Forward. 71p.

Presents extensive accessibility design and dimension information, with references to the American with Disabilities Act Accessibility Guidelines (ADAAG). Additional recommendations based on universal design are included that go beyond ADAAG. The book is organized in sections covering amenities, accessibility and safety technology, specific use areas, and building type. It can be used to evaluate plans, buildings, and sites to determine accessibility. It will help readers 1)understand the design needs of all people,including people with disabilities; 2) identify features of buildings and sites that need to be analyzed for accessibility; 3) decide what actions need to be taken to ensure accessibility; and 4) make new and existing buildings and sites accessible to all people. 512p.

This is an 18:46 minute video that provides an overview of Title II of the Americans with Disabilities Act requirements for public schools. The video addresses the following: 1) relation of ADA to Section 504 of the Rehabilitation Act and the Individuals with Disabilities Education Act; 2) ADA's administrative requirements (ADA coordinator, self-evaluation, transition plan, etc.); 3) definition of disability; 4)general nondiscrimination requirements; 5)employment; 6) program and facility accessibility; and 7) effective communication. The video is accompanied by five 6-10 page Briefing Sheets on Administrative Requirements, Program Accessibility, Effective Communication, Employment and Nondiscrimination Requirements.

This publication presents an assessment of the U.S. Supreme Court's ruling in Board of Trustees of the University of Alabama v. Garrett (2001), which decided that Congress had no power to authorize suits for damages by individuals with disabilities against state employers under Title I of the Americans with Disabilities Act (ADA). The publication reveals the decisions leading to Garrett, examines the court's reasoning behind the decision, offers the dissenting view, and explores the ruling's implications for public education. A glossary of legal terms is also provided. (Contains nine references). 6p.

This report presents the laws, regulations, and design requirements needed for educational facilities to meet the challenge of educating students with disabilities. A list of planning and design principles to be considered when building or renovating school facilities is offered that includes creating versatile classroom spaces, minimizing travel distances, integrating general and special education programs, fostering parental involvement, maintaining student dignity, and providing the least restrictive environment for disabled students. Final comments address future design and planning challenges involving outdoor play areas, natural environment study areas, classroom acoustics, building security, classroom design, and indoor air quality. 6p.

This publication is designed to assist park and recreation professionals, designers, and consumers in creating inclusive play environments for children with and without disabilities. Includes frequently asked questions and answers.

This brief discusses how faculty can use principles of universal design to maximize the learning of all college students, including students with disabilities. Principles of universal design are first explained, including: equitable use, flexibility in use, simple and intuitive use, perceptible information, tolerance for error, low physical effort, and size and space for approach and use. The brief then lists examples of instructional methods that employ principles of universal design and make course content and activities accessible to people with a wide range of abilities: (1) inclusiveness, which creates a classroom environment that respects and values diversity; (2) physical access, which assures that classrooms, labs, and field work are accessible to individuals with a wide range of physical abilities and disabilities; (3) delivery methods and alternate delivery methods, which includes lecture, discussion, hands-on activities, Internet-based interaction, and field work; (4) information access, which uses captioned videotapes; (5) interaction, which encourages different ways for students to interact with each other and faculty; (6) feedback, which provides effective prompting during an activity and feedback after the assignment is complete; and (7) demonstration of knowledge, which provides multiple ways for students to demonstrate knowledge. A list of 17 resources on universal design is provided. 6p.

This bulletin discusses how to accommodate pupils with special educational needs and disabilities in mainstream schools; presents issues concerning physical access; and addresses how to meet the design needs of pupils with sensory, learning, and emotional and behavioral difficulties. Practical recommendations are included along with five case studies that demonstrate how becoming more inclusive can bring benefits to the lives of all pupils who study, rest, and play in mainstream schools. Different forms of practical provision, from whole school issues to the detail of furnishings, equipment, and auxiliary aids, are also examined. 101p.

This paper explains what universal design is and what it is not. Although the term universal design suggests a "one size fits all" approach to designing, quite the opposite is true. Universal designers strive to create aesthetically beautiful and environmentally sensitive buildings, places and products that are equally comfortable, accessible, and suitable for a wide spectrum of diverse people. The paper offers seven principles for universal design: (1) Equitable use: The design is useful and marketable to people with diverse abilities; (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; (5) Tolerance for error: The design minimizes hazards and the adverse consequences of accidental or unintended actions; (6) Low physical effort; and (7) Size and space for approach and use: Appropriate size and space is provided for approach, reach, manipulation, and use regardless of user's body size, posture, or mobility. 9p.

The Architectural and Transportation Barriers Compliance Board has issued guidelines to serve as the basis for enforceable standards to be adopted by the Department of Justice for new construction and alterations of play areas covered by the Americans with Disabilities Act. The guidelines include scoping and technical provisions for ground level and elevated play components, accessible routes, ramps and transfer systems, ground surfaces, and soft contained play structures. Included is an amendment, dated November 20, 2000, which clarifies a potential "double-counting" problem involving the minimum number of ground and elevated level play components that must be located on an accessible route. Also included are tables of equipment and ground surface costs, typical maintenance frequencies and costs, and the number of small entities affected by the guidelines. 33p.

Discusses and quantifies costs and benefits of the final accessibility guidelines for play areas issued by the Access Board. The guidelines are intended to provide minimum accessibility requirements for play areas designed for children ages two and over. The guidelines will affect children with disabilities, their parents, and owners and operators of play areas. The guidelines apply only to newly designed and newly constructed play areas and existing play areas that are altered. All newly designed, constructed and altered play areas must comply with the guidelines. 54p.

This publication examines the issues surrounding federal mandates to accommodate students with disabilities, including the requirements of the Americans with Disabilities Act (ADA), the Individuals with Disabilities Education Act (IDEA), Section 504 of Title V of the Rehabilitation Act, and advisory guidelines from the U.S. Architectural and Transportation Barriers Compliance Board. Addresses the vagaries of accessibility laws and the need for careful reflection when planning new or renovating old facilities. 14p.

With easy to read instructions and illustrations, this book makes the process of maintaining accessible facilities readily achievable. It is divided into four sections: Guidelines, Definitions & Diagrams, Checklists, and ADA & ADAAG. The first section includes instructions for maintaining accessibility in areas such as entrances, lobbies, corridors, assembly rooms, and cafeterias. With the checklists in hand, the person responsible for ADA compliance can easily and accurately assess the facility's accessibilty and make notes of any areas in need of modification. 246p.

The Access Board of the Architectural and Transportation Barriers Compliance Board has issued this guide to assist in the use of its American with Disabilities Act Accessibility Guidelines for Buildings and Facilities (ADAAG). It explains some of the basic considerations for accessible design and clarifies specific ADAAG provisions. Advisory information is provided in the form of recommendations that are optional and go beyond the minimum required by ADAAG. Information is categorized under the main areas of scoping and technical requirements for specific building areas such as toilet facilities, curb ramps, entrances, and elevators; and special occupancies covering dining facilities, medical facilities, libraries, and accessible transient lodging. Diagrams, layouts, and other illustrations are contained throughout the guide. 143p.

Intended as a tool to help school districts plan accessible schools. Provides a listing from research and best practice of those factors which improve the accessibility for students with special needs, including parking, doors, ramps, drinking fountains, staff areas, workrooms, gymnasiums, auditorium, cafeteria, and recreational spaces. Other issues covered include room size and shape, sound features, health considerations, records storage, and specialized rooms. 22p.

This 6-minute videotape shows ways that one newly built high school (Century High School, Rochester, MN) accommodates the needs of people with disabilities. Various building and room designs are detailed showing both poor and good design provisions. Rooms and amenities detailed include accessibility and usefulness of the auditorium control room, emergency exits, elevators, science labs, and toilets.

This book provides practical reasons for the Americans with Disabilities Act requirements for accessibility of school sites, buildings, and educational rooms as well as clear illustrations to aid in the explanation of the guidelines. It addresses practical matters such as safety and cost-effectiveness while increasing sensitivity to different levels of physical ability, locomotion, sensory awareness, and intellectual ability. Specific topics involving ADA guidelines include space allowances, reach ranges for wheelchair users, vehicle and pedestrian access, safety in outdoor play and learning environments, emergency systems, restrooms, and drinking fountains. Besides standard classrooms, room accessibility guidelines also cover art and music rooms, home economics rooms, science labs, greenhouses and gardens, assembly areas, gymnasiums, cafeterias, and libraries and media centers. 73p.

This paper examines four key elements in the designing-for-all-children concept for school environments. Designing-for-all-children designs acknowledge that children pass through differing, yet recognizable, stages of development; and that children need usable environments free from physical and social barriers. Key elements address equitable use, safety, and flexibility; and includes a description of the multi-disciplinary, cross-functional team used for design development. 4p.

This bulletin provides technical advice for building designers to augment the provisions of the Building Regulations for English schools. It summarizes the provisions within the Disability Discrimination Act 1995, addresses the process of the audit and the purpose and structure of the report created from it, explores meeting Construction Standards criteria and the building management issues involved, and considers requirements for safety, security, and accessibility. 55p.

This publication provides guidelines for designing facilities that support inclusionary programs from kindergarten through high school. Facility planning guidelines for instructional services are provided for: autism; behaviorally-emotionally disabled; deaf-blind, multi-handicapped, and severely/profoundly handicapped; hearing impaired; mentally disabled; specific learning disabled; speech-language impaired; and visually impaired. Each area provides a program description followed by guidelines on space requirements, furnishings and equipment. Appendixes list the classifications of exceptionality, adapted services, accessibility guidelines, sample floor plans for self-contained exceptional children facilities, and guidelines for seclusion or isolation time-out areas. (Contains 10 references.) 51p.

Provides final guidelines to provide additional guidance to the Department of Justice and the Department of Transportation in establishing alternate specifications for building elements designed for use by children. These specifications are based on children's dimensions and anthropometrics and apply to building elements designed specifically for use by children ages 12 and younger. This rule ensures that newly constructed and altered facilities covered by titles II and III of the Americans with Disabilities Act of 1990 are readily accessible to and usable by children with disabilities. 33p.

This report contains scoping and technical requirements for accessibility to buildings and facilities by individuals with disabilities under the ADA. These requirements are intended to be applied during the design, construction, and alteration of buildings and facilities covered by titles II and II of the ADA. It further contains the amendments to the ADA Accessibility Guidelines for State and local government facilities and building elements designed for children's use. The amendments add new sections that cover access to judicial, legislative, and regulatory facilities and to detention and correctional facilities, and provide alternate specifications based on children's dimensions for various building elements such as water closets and lavatories. 217p.

Presents 30 questions and answers that address the Act's coverage, requirements, communication with parents, types of disabilities, administering of personal services to children, making the facility accessible, tax provisions, legal issues, and additional resources. 13p.

Architectural and Transportation Barriers Compliance Board is responsible for developing accessibility guidelines under the Americans with Disabilities Act of 1990, including play facilities. This report provides a section-by-section analysis of the proposed guidelines, and exceptions, for play areas. Guidelines include ground and elevated level play components; accessible routes; clear width and height; ramps, handrails, and transfer systems; maneuvering space; reach ranges; accessible surfaces; and soft-contained play structures. Definitions of play area terms conclude the report. 20p.

The Americans with Disabilities Act (ADA) 1990 includes a provision requiring that new construction and alterations to existing facilities comply with the ADA Standards for Accessible Design. This report explains 23 common accessibility errors or omissions that the Department of Justice has identified during the course of its enforcement efforts. Each error/omission addresses the specific point of failure, the probable result of the error, and the ADA requirement that has been violated. Also, the text includes references to figures found in the Standards for Accessible Design. Topics cover concerns such as parking specifications, stairs and doors, bathroom accessibility, drinking fountains, and lodging accommodations.

This guide is intended to serve as a resource to assist school districts in conducting their self-evaluations under the Americans with Disabilities Act (ADA). Chapter Six describes the program accessibility requirements of Title II and highlights major similarities and differences between the program accessibility requirements of Section 504 and Title II. The chapter clarifies requirements for accessibility both in existing facilities and in new construction. It discusses and illustrates options for making programs accessible, addressing both administrative and architectural solutions. In addition, it clarifies relevant regulatory provisions related to leased space and historic properties. Worksheets structure the review process by providing forms for use in conducting the building inventory and noting inaccessible features, developing nonstructural solutions to providing access, and identifying the architectural features that must be addressed in the transition plan. 295p.

Landscape architects, playground manufacturers, and the federal government have all developed guidelines for accessible, safe play landscapes. This paper examines the difficulties in meeting these guidelines due to two main obstacles: ignorance of access needs and the perception that accessibility is expensive. It suggests that landscape architects have the skills to design access at a reasonable cost because they can evaluate sites for their potential advantages and drawbacks. The paper argues for playground layouts that allow handicapped and able-bodied children to play together. Concluding comments briefly address the needs for other playground components that include water, shade, and areas for supervising adults. Line drawings of two playground design concepts are included. (Contains 16 references and 7 notes.) p.136-140

The Learning through Landscape Trust conducted research on the design and management of school grounds for children with special needs and has produced this guidebook detailing what research shows about ensuring that the school grounds benefit these students. It provides advice and information on developing school grounds that are long-term and sustainable, that help maximize and encourage abilities and overcome children's particular challenges, and involve children with diverse needs with their adult carers wherever possible. The outline of the research and its findings are provided followed by information on the school ground planning process; accessibility design of school grounds; landscaping design; animals that can be included, horticultural issues; and planning issues for enhancing social use, sensory experience, and physical activities. Concluding sections present nine case studies and resources for guidance in fundraising; and information on special needs, outdoor design, use and management, and help for construction and management work. 88p.

A checklist and instructions for evaluating the level of accessibility to school buildings, grounds, curricula, technology, and extracurricular activities for students with physical disabilities. Legislative mandates are reviewed, and the development and field testing of the checklist are discussed. The physical accessibility portion of the checklist includes routes, parking and loading zones, stairs, elevators, drinking fountains, bathrooms, telephones, libraries, cafeterias, and playgrounds. Curricular accessibility covers provision of music, physical education, and cultural arts; academic classrooms; adaptations in academic requirements and instructional materials; and instructional adaptations, including audiovisual aids and computer simulations. Access to extracurricular activities includes counseling and health services, recreational activities, transportation, and groups or clubs. 67

GAO found that: (1) while schools receiving federal financial assistance have been required to be accessible to the disabled since 1970, schools' accessibility to the disabled has not been comprehensively evaluated; (2) the Americans with Disabilities Act has further highlighted the need to improve schools' accessibility; (3) while over half of the schools nationwide have spent a total of $1.5 billion in the last 3 years to improve accessibility, about 20 percent of schools reported that such spending is not needed; (4) 56 percent of schools estimated that they would need an additional $5.2 billion for accessibility in the next 3 years; and (5) school districts are not required by law to make each facility fully accessible to the disabled, as funding may not be available to make necessary improvements.

Sets federal standards for accessibility to places of public accommodation and commercial facilities by individuals with disabilities. The guidelines are to be applied during the design, construction, and alteration of such buildings and facilities to the extent required by regulations issued by federal agencies, including the Department of Justice, under the Americans with Disabilities Act of 1990. The standards are to be considered in conjunction with the Americans with Disabilities Act and Architectural Barriers Act Accessibility Guidelines (ADAAG), found at http://www.access-board.gov/ada-aba/final.pdf. 102p.

This publication presents principles of universal playgrounds, designed to maximize accessibility for all children. First, the rationale for the universal playground is given. Next, current guidelines for playground design are discussed including safety, accessibility, developmental issues, social/emotional development, intellectual development, sensory development, perceptual-motor development, physical development, and age factors. Playground adaptations to improve accessibility are considered for site development, parking and curbs, walkways, and surface treatments. Playground layout is then considered in some detail including standards for equipment clearance, traffic patterns, practical aesthetics, maintenance, and possible equipment. Sample layouts, a planning survey form, a universal playground action plan checklist, and a list of 10 additional resources complete the publication.

Written for librarians and school library media specialists, this book is designed to foster awareness and encourage confidence in serving the needs of children with disabilities. It provides practical guidelines for recognizing and understanding many disabilities, including vision, hearing, and speech impairments; emotional, behavioral, and learning disorders; and disabilities affecting mobility and dexterity. Insights and solutions that will help librarians create mainstreamed environments for library users are offered. These include guidelines for selecting and adapting library materials and facilities and minimizing the effects of physical, societal, and environmental barriers in libraries. Separate discussions focus on planning, implementing and evaluating services and assistive technologies. Sources of materials, equipment, technology and other sources of information and assistance are provided, along with contact information.

The Americans with Disabilities Act (ADA) directs public and private libraries--academic, public, school, and special--to provide services to people with disabilities that are equal to services provided to citizens without disabilities. Six chapters in this book provide information to help library administrators and staff to fully understand the applications of the law and its regulations as they relate to their respective library situations. 168p.

These guidelines assist professional designers, park and recreation managers, and community groups when making decisions about the planning, design, and ongoing management of childrens public play environments. The guidelines are updated to meet or exceed the requirements of the Americans With Disabilities Act Guidelines (July 26, 1991) and the revised Consumer Product Safety Commission guidelines (1991). The first two of four parts cover site planning and design, and setting design and management. Part 3 examines the Play For All guidelines being used to help rebuild a public playground with emphasis on improving accessibility and providing amenities for all people. Finally, Part 4 provides an overview of play programming and management for integration of all children. 300p.

This paper identifies issues confronting early childhood educators who want to integrate children with special needs with others, and the implications of such integration for the design of outdoor play settings. The paper focuses on the ambiguity involved when developmentally appropriate practice in early childhood education meets trends in playground design. It is emphasized that playground equipment needs to provide opportunities and challenges appropriate to the age and development of children. It is important to create an outdoor play setting abundant in: (1) aspects of nature; (2) furniture and shade that allow for creative and social experiences; (3) a variety of surface textures, materials, and loose parts for children to touch and manipulate; and (4) space that allows children to move around, interact with nature, socialize, and challenge their physical dexterity. 6p.

Guidelines for meeting the accessibility requirements of the Americans with Disabilities (ADA) Act in college and university buildings. The publication is divided into 10 chapters, the first 7 of which present construction drawings, evaluation criteria, and specifications for: (1) site accessibility (external path of travel, curbing, parking); (2) the building entrance; (3) doors, (4) interior circulation, (5) restrooms and bathing facilities, (6) drinking fountains and pay telephones, and (7) special spaces and equipment (such as dormitories, kitchens, dining halls, libraries). The eighth chapter provides guidance for facilities inventory and evaluation. Chapter 9 discusses other accessibility issues including cost effectiveness, communication, construction supervision, and program implementation. Chapter 10 lists additional resources. (Contains 59 references.) 136p.

This handbook identifies design guidelines for creating equal access to schools and school facilities, with a focus on developing countries. The 1981 UNESCO guide, "Designing with Care--A Guide to Adaption of the Built Environment for Disabled Persons," serves as a model for the handbook. The design guidelines for the handbook pertain to moving, seeing, and hearing/speech difficulties. Following the introduction, the first section provides dimensional data for wheelchair users, people of varying physical statures, and people with visual impairments. The second section offers a series of illustrations that highlight basic physical requirements and identify potential problems. General design requirements are based on the principles of accessibility, reach, usability, orientation, safety, and workability. The third section provides design recommendations for infrastructurel facilities, building elements, specific areas, and classrooms. Sample building proposals from Cameroon, Central African Republic, Ethiopia, Guyana, Swaziland, Haiti, and Ecuador are included in the fourth section. A review of literature concludes that there is a lack of information, access, awareness, building codes, and research and development in most countries. It is recommended that countries conduct needs assessment evaluations and set priorities for making schools more physically accessible. 134p.

The manual is intended to help school districts comply with federal mandates for physical accessibility and least restrictive settings for handicapped elementary school children. A general introduction to the accessibility concept in chapter 1 considers the historical background, the role of the physical environment, and existing federal guidelines and regulations. Results of a survey of over 50 schools are reported in chapter 2, along with illustrations of 22 common problems (such as inadequate fire safety provisions, circulation hazards, unsafe stairs, limited access in libraries, inadequate furniture and cabinetry, and playgrounds not designed with disability in mind). Chapter 3 focuses on accessibility implementation, noting planning factors, problem identification, and cost estimating procedures. The fourth chapter presents technical information for the design of barrier free renovations, presenting solutions to problems posed in chapter 2. The final chapter presents case studies. 378p.

Focuses on the people and places now developing facility, planning, and program solutions that enable the handicapped to participate in the arts to their fullest potential. The appendixes contain resource material including partial lists of nature centers, trails, and fragrance gardens, and of agencies that are interested in removing architectural barriers to the handicapped and that have produced literature on the subject, and a selected bibliography on barrier-free design. 82p.

Reviews typical accessibility obstacles found in athletic facilities, even in situations where legal requirements for accessibility are being met. Inaccessible lockers, showers, and changing areas lead the list. Accessible weight and cardiovascular equipment, gymnasiums with adequate floor space, and swimming pools are also addressed.

Highlights accessibility features of the Milwaukee Indian Community School, designed by renowned architect Antoine Predock.

Reviews new Americans With Disabilibies Act (ADA) requirements for signage. Character proportion, mounting locations and heights, Braille and pictorial symbols, and finish and contrast are covered. Advice on choosing a signage professionals is included.

Profiles Greenville County (South Carolina) Schools' J.L. Mann High School, a magnet math and science facility that can accommodate the districts entire special needs student population. The design, construction, and special features of the school are discussed, emphasizing spaces and furnishings dedicated to the needs of special students and the teaching of single-gender classes in the future.

Advises on upcoming changes in the Americans With Disabilities Act Accessibility Guidelines (ADAAG) that will affect higher education institutions. The expansion of design accommodations for parking, circulation, egress, alarms, and seating are addressed.

Discusses upgrading accessibility to historic campus buildings, emphasising adjusting the landscape over creating ramps.

Discusses "equitable" design for children with disabilities, so that they share common facilities with the able-bodied. Environments that foster independence, safety, interaction, and freedom from stigma are described.

Discusses the the Department of Justice's proposed adoption of the New Americans with Disabilities Act Accessibility Guidelines (New ADAAG) as the enforceable standard under the current ADA. New ADAAG will also combine two federal standards into one called ADA/ABA (Architectural Barriers Act) Accessibility Guidelines. A more detailed analysis of the exceptions and distinctions for the New ADAAG is included.

Reviews often overlooked areas of building accessibility, including heavy doors, non- slip flooring, larger print building directories, secured carpet runners, hangings that are close to the wall, and emergency systems that can be used by the hearing or visually impaired.

Profiles this inter-tribal pre-K through 8th grade school and community center, located outside Milwaukee, Wisconsin. Visits to the site and various tribal lands informed an understanding of the physical and mythical place the building would occupy. The building form was carefully woven along a high ridge on the site in order to avoid removing ancient trees. The school was also recognized by the Paralyzed Veterans of America for its barrier-free design.

Reviews the specifications and standards for both automatic and assist low-energy power doors. Also included is advice on installation and safety checking.

For students with disabilities, the obstacles they face often are literal ones: manual doors. Accommodating those with disabilities or physical limitations is one reason for schools to consider installing automatic doors, but it is not the only one. Automatic doors can modernize the aesthetics of a building and create a positive first impression. This describes automatic swinging, sliding, and revolving doors, emphasizing a planned maintenance program for them and detailing steps to be taken in their daily inspection.

Details the pros and cons of unisex, single-stall restrooms on college campuses, as well as some legal and ethical implications. These facilities address accessibility, family needs, and transgender issues.

Reviews options for accommodating the disabled in fitness centers, both those designed exclusively for the disabled, and those for accommodating fully-abled and physically challenged exercisers together. Examples from a university and a rehabilitation hospital facility are detailed.

Explores the inclusion of accessibility into building codes as a means of accommodating the abled and disabled, taking into account differing heights and ages of the users. ADA features doubling as thoughtful design flourishes are also described.

Reviews universal design considerations for higher education facilities. Classroom furnishings, residence hall equality, and the particular problems of renovations are considered.

The U.S. Court of Appeals for the Fourth Circuit has ruled that the city of Richmond could not be forced to pay costs associated with improving access at city schools. This decision stemmed from a lawsuit in which both the City and School Board of Richmond were named as defendants. The claim was based on architectural accessibility problems at dozens of school facilities. The Court held that the City played no role in the alleged discrimination, and so could not be held responsible for it.

Discusses consideration of disabled students in educational facilities plans. Pertinent laws, principles of universal design, access to curriculum, and inclusion of current and projected special needs students in long-range planning are covered. Includes 19 references.

Discusses the features of accessible playgrounds, citing the experience of Framingham's Hemenway Elementary School in siting and creating such a facility.

Describes efforts in Lisbon to better integrate children with disabilities at the primary school level, focusing on the restoration of a historic mansion specifically for this purpose.

Advises on protection and care of special education students in schools, considering harm that might come to or from them. Obligations of school districts under the Individuals with disabilities Education Act (IDEA) are cited, and the 1999 Cedar Rapids Community School Distric v. Garrett F. case is detailed. Includes seven references.

Discusses the 2004 Americans with Disabilities Act Access Guidelines (ADAAG) that contain new provisions for adult access, as well as special considerations for "children's use" facilities. Vertical and horizontal clearances, surface heights, reach requirements, and accessory operation in restrooms are covered, as are exposure to hot water pipes and sharp objects.

Discusses federal laws that prohibit discrimination against disabled parents and other visitors to a school facility. Potential architectural and communication barriers are listed, and advice on conducting an accessibility survey and developing a barrier removal plan is included.

Offers advice on making facilities universally accessible, with examples of how some schools and universities have categorized their buildings by level of accessibility and have prioritized changes to be made. The outcome of a 1997 accessibility lawsuit at the University of California at Berkeley is detailed.

The Justice Department’s ADAAG revisions to ADA Accessibility Guidelines harmonize the guidelines with model building codes and update technical specifications within the guidelines. The proposed changes mark the first major revision to ADAAG since its inception in 1991. How the revisions will affect existing buildings is unknown. The process is under way, with the Justice Department seeking public comment on how it should treat existing buildings.

Presents the experiences of an architect and two school districts in adapting their facilities for ADA compliance.

Advises on accessibility and universal design in restrooms, including dimensions of openings, raised thresholds, interior doors, lavatories, left- and right-hand equality, appropriate mounting heights for mirrors, dispensers, trash receptacles, grab bars, and coat hooks. Plans and diagrams illustrate the text.

Outlines elements of a campus accessibility assessment and describes accessibility requirements for parking, exterior routes, entrances, interior routes, doors, stairs, and restrooms.

Reviews restroom ADA requirements, including toilet stalls and accessories, with a focus on clearances, mounting heights, and reach distances.

Presents and interview with William E. Endelman that describes elements of an ADA program, financial obstacles to removing barriers, and cost-effective methods of creating accessibility.

Discusses ADA compliance for sports facilities, with particular attention to new facilities, major renovations, and community involvement in both. Accessibility considerations for a new sports center at California State University, Fresno, are highlighted.

Restroom renovations bring these areas into compliance with access guidelines, and they give engineering and maintenance managers an opportunity to introduce new and water-saving technology. This article discusses the specific benefits of renovations, improving hygiene, standardizing cleaning, tackling access troubles, and measuring success.

Tackling these 8 trouble spots in restrooms ensures greater accessibility for visitors and occupants: signage, door considerations, door hardware, spaces and clearances, water closets, urinals, dispensers, grab bars and mirrors.