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.

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.

Offers guidance on construction of a new building, addition, or renovation of a magnet or charter school. Twelve exemplary projects are described, followed by guidance on funding, finding a home for the charter school, designing for autistic students, specialized school design, technology, site design and landscape architecture for urban schools, acoustics, indoor air quality, sustainable design, and design-build project delivery. A draft charter school operations plan and 36 references are included. 228p.

Describes this Baltimore school that serves special needs students aged 6 to 21. The private institution is located in a business park, in a newly constructed building designed for conversion to office or business use should the need arise. The school was housed under a lease-purchase agreement under which the school could acquire the building after 15 years, but an ambitious fund-raising program enabled purchase in less than three years. The flexible design, "lighthouse" theme, lively interior design, and special project alcoves are described. 4p.

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 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 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.

Central Institute for the Deaf (CID) recently completed construction of a new 42,000-square foot school for deaf children. High priority was placed upon designing and building a facility that would provide ideal acoustic environments that fostered learning and auditory/oral communication for students wearing powerful hearing aids or cochlear implants and teachers. A team composed of scientists, architects, and acoustical engineers was assigned the task of designing and building a school that would provide classroom environmental levels at or below the NC 20 contour, interclassroom attenuation exceeding 50 dB, reverberation times on the order of 0.4 s, and sound reinforcement for teachers' voices when facing the blackboard. In group spaces and in the hallways, higher noise levels and longer reverberation times were sought to provide students with experiences more like those faced in the real world. Challenges included a site bounded by a busy interstate highway and a medical center heliport. The team developed and implemented numerous unique acoustic treatments for the facility which are reviewed in the presentation. Although designed as a school for the deaf, the approaches are useful for designing any educational classroom environment. The school opened on January 10, 2000 and met all acoustic criteria.

This report reviews the method and level of funding for special education facility needs in California and recommends modifications. It begins by summarizing special education programs, describes classroom needs, and finally discusses past and present facilities funding methods. A discussion of various options for funding special education facilities follows, along with a recommendation for funding new construction and modernization projects. The review found that local authorities should be given the responsibility to provide the facilities required to educate all of their pupils while minimizing state and local administrative costs; that the grant levels adequately address special education facility needs except for special day classes; that classification of special day class pupils as "severe" and "nonsevere" does not accurately reflect the facility needs of the population; and that a reasonable methodology is needed to provide for new construction and modernization to Medical Therapy Units. Based on the review, the legislature is urged to: (1) establish a uniform facility grant for all pupils; (2) establish a separate facility grant for county offices of education; and (3) require county offices of education to provide local matching funds except in financial hardship cases and establish a revolving loan fund to assist county offices in providing local matching funds. 17p

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.

This document presents requirements related to staff and facilities providing early childhood special education services in North Dakota. Teacher qualifications are stated and staffing patterns involving teachers, related services personnel, paraeducators, and volunteers are described. A section on administrative considerations provides additional standards and guidelines for classroom facilities (especially accessibility options), safety standards, playground facilities, emergency precautions, interagency collaboration, transportation, funding, evaluation, and technology-based options. 14p.

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.

Square footage requirements for newly constructed classrooms and ancillary spaces for special education for four categories of pupils.

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.

The New York Office of Vocational and Educational Services for Individuals with Disabilities (VESID) has created a form for school district capital projects involving the construction of new special education space. The form is included along with information on changes to State Building Aid, a new regional cost factor that allows a greater portion of the capital project to be aidable, comparative data on aidable portion of capital project, and annual state and local shares of building projected costs over 15 years. 14p.

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.

This paper describes several tools that teachers can use to ensure that modifications for students with hearing impairments in the regular classroom are both available and of sufficient quality. Specific suggestions are offered for modifying the acoustic environment so that standards for the ambient noise level and the signal to noise ratio are met. Guidelines for using an interpreter in the classroom and information on interpretation, types of certifications, interpreter roles and responsibilities, and the relationship between interpreter and teacher are offered. The use of classroom note-takers is discussed including technical equipment and decisions regarding use of a professional or a volunteer. Handouts and overheads are attached. 28p.

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.

This fact sheet describes provisions under Section 504 of the Rehabilitation Act of 1973 and Title II of the Americans with Disabilities Act of 1990 (ADA) that prohibit the discriminatory assignment of students with disabilities to segregated classes or facilities. In elementary and secondary schools, students with disabilities may be assigned to separate facilities or courses of special education only when this placement is necessary to provide equal educational opportunity to them. Specific elements that must be considered to determine what the educational needs of a student with a disability may be are discussed.

Text of regulations 304.1 through 304.61on the removal of architectural barriers to individuals with disabilities. Includes the grant application process for both state and local education agencies.

This document shares current research on achievement and successful practices, related to educating students with disabilities in inclusive general education classrooms.

This publication addresses issues involved in universal design for learning as they relate to full access to the general education curriculum for students with disabilities. It begins by discussing curriculum access and student engagement according to the federal mandates, which require students with disabilities to be given the opportunity to participate in the general education curriculum. Universal design for learning is described as providing flexible curricula materials and activities that offer alternatives for students with disparities in abilities and backgrounds. Charts illustrate how universal design for products and environments differs from universal design for learning, with its three essential curriculum qualities (representation, expression, and engagement). The publication closes with suggested first steps in implementing universal design for learning. An appendix provides a framework that summarizes the salient principles of universal design in a practical context to help teachers and other interested individuals consider how the tools employed in the classroom can realistically provide broader access to the curriculum for all students. It describes alternatives that reduce perceptual barriers, cognitive barriers, motor and cognitive barriers to expression, and describes alternative ways of encouraging engagement in the learning environment.

The Teacher/Tutor Room (TTR) was created by the Special Services staff at Coweeman Junior High School (Kelso, Washington) to provide academic support for their "special needs" students in the least restrictive environment without giving them an obvious label or stigmatizing them by putting them in a special class. Students who need short-term tutoring, time to complete class assignments, or a variety of other services report to the Teacher/Tutor Room during the school day, at lunch time, or after school for assistance. Three primary groups of students are served by the TTR--students who are in basic education, in special education, or are at-risk. The TTR is staffed by two certified Special Services Personnel and the TTR Instructional Aide. The TTR facility has helped the school meet the diverse needs of individual students, regardless of "special" program, handicapping condition, mental or physical capability, or governmental obligation. (Three charts depict the form and functions of the TTR room.) 12p.

Four papers are presented on learning environments, accommodating special needs students, and educational facility design and construction trends towards integration and inclusion. The first paper, "All for One: Inclusion in the Learning Environment", addresses the change from the past tendency of educational facility design and construction to exclude special needs students to more inclusive and community-friendly facilities. The second paper, "Common Ground", explores educational facility design that is now responding to the evolving curriculum of interdisciplinary, hands-on, and integrated learning. The third paper, "E Pluribus Unum: The New American Community School", explores the emerging trend towards integration and inclusion in educational facility design. The fourth paper, "The Lincoln Plan", examines the designing of educational facilities as thematic learning centers, each with an integrated curriculum covering all of the necessary core content and its own interdisciplinary team for implementation. 27p.

This paper examines structural antecedent classroom interventions to assist general classroom teachers in educating children with Attention Deficit Disorder-Hyperactivity Disorder (ADD-HD). The effectiveness of early classroom intervention models is explored. Modifications to physical classroom arrangements are evaluated, including open classrooms, centers, reduced space versus enlarged space, and various arrangement of desks. The paper presents information that supports the need for children with ADD-HD to have a highly structured environment. Although open classrooms in general are not recommended, open classrooms or traditional classrooms that are arranged in centers are suggested to be effective. The paper notes that there is limited research to support the use of study carrels for students with ADD-HD. Cluster seating, because it promotes student interaction, is not recommended for students with ADD-HD, though seating well-behaved peers next to the child with ADD-HD is suggested. Questions are raised regarding past research that led to recommending reduced environmental stimuli for children with ADD-HD. The use of functionally stimulating, versus visually stimulating, bulletin boards is evaluated. The report emphasizes that no single educational program or strategy is suitable for all children with ADD-HD. Teachers are urged to use the input of parents and special education practitioners in developing an individualized education program for a child with ADD-HD. (Contains 10 references.) 14p.

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.

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.

This document presents a detailed explanation of Section 504 of the Rehabilitation Act of 1973 and its procedural requirements; sample procedural documents; highlights of the major differences among Section 504, the Americans with Disabilities Act (ADA), and the Individuals with Disabilities Education Act (IDEA); a flow chart of the accommodation process; sample accommodation plans; and suggestions for working with the U.S. Department of Education's Office of Civil Rights. Individual sections address definitions under Section 504, school district obligations for elementary and secondary education, and procedural requirements of Section 504. A tabular format compares major components of Section 504 to the IDEA and the ADA. 51p.

This document is intended for those involved in preparation of briefs and designs for new buildings; and for reorganizing, adapting, and extending existing special and ordinary school buildings for pupils with special educational needs. It examines general as well as special requirements including accommodations such as medical facilities, technician's rooms, staff accommodation, and parent's facilities. Also examined are general considerations involving school location, environmental services, communication and electrical systems, and safety. Finally, area requirements are detailed for teaching spaces and teaching area tables based on those observed to meet curricular and other requirements in practice. A glossary is provided. (Contains 20 references.) 88p.

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.

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 Burlington County (New Jersey) Special Services School District provides comprehensive services and programs to 700 severely impaired students from the ages of 3 to 21. To provide these students with a high quality education, the district has built modern facilities designed with the needs of the handicapped specifically in mind. Because the buildings were designed for the students' physical capabilities, the school programs are able to focus on helping students develop self-sufficiency in social, academic, and economic areas. This paper discusses the ways in which the design and organization of the school and its facilities support the special education effort. Areas addressed are relationships with the community, the centralization of functions, the "interconnected campus" concept, student control, accessibility, the use of multipurpose and flexibly-sized spaces, the vocational program, provisions for several types of therapy, the utilization of a full-year calendar, and the opening of the facilities to the community. 7p.

This publication provides instructions and visual diagrams for adapting existing structures and for building new facilities to meet the special needs of the disabled. The first section, "Modification of Existing Schools," covers topics of grading, walks, curbs, parking lots, ramp requirements, entrances, internal doors and doorways, stairs, handrails and balustrades, elevators, platform and chair-type lifts, washrooms, water fountains, cloakrooms, public telephones, floors and floor finishes, and wall finishes. The second section, "New Facilities: Planning for the Disabled," discusses size and location of the site, topography, landscaping, school grounds, corridors, classroom and instructional areas, cafeterias, auditoriums and lecture halls, and swimming pools. The much briefer third and fourth sections, "Special Features and Equipment" and "Physical Environment," include instructions for work and storage areas, chalkboards, work tables, sand and water tables, art easels, carrels, water, window sills, lighting, and safety. 34p.

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.

Developed from field research on 19 schools, the book is designed to facilitate informed choices in planning new or renovated facilities for special education. Chapter 1 examines special education and the delivery of services for exceptional learners. The second chapter covers educational facility planning. Long range educational facility planning is addressed, and planning for new or renovated facilities is discussed. Chapter 3 contains design criteria which are organized into two sections: general building design criteria which is related to the building in its entirety (including accessibility, furniture and equipment, and lighting); and design criteria by special education services (which involve curriculum services and related services such as physical therapy). Chapter 4 is an annotated listing of readings on facility design planning. 156p.

The guide details characteristics for architecturally accessible special education programs for handicapped students. Impetus for the accessibility movement is traced to legislation, including the Architectural Barriers Act and Sections 503 and 504 of the Rehabilitation Act of 1973. Planning features considered are the development of a master plan, identification of qualitative and quantitative needs, determination of resources, and staff involvement. A final section outlines specific accessibility requirements and ANSI (American National Standard Specifications) standards for general interior considerations, specific areas within facilities, ground and floor surfaces, parking and passenger loading zones, ramps, stairs, elevators, drinking fountains, bathrooms, alarms, signage, telephone, and assembly areas. 29p.

A user-based research and programing process was undertaken to identify environments supportive of mainstreaming handicapped students. This report first describes the range of strategies that have been developed to implement mainstreaming programs in public schools, then develops a guide for designers. Types of handicaps, their incidence and nature are explained. The report then presents a set of 18 design principles for the programing and design of environments for mainstreaming. 64p.

The authors describe school design responses to mainstreaming as limited in scope, focusing mainly on barrier-free environments. This approach, they suggest, is an incomplete one to a wide range of problems in mainstreaming. An analysis of the literature is seen to demonstrate that barrier free design is casually substituted for the broader concept of mainstreaming. The authors discuss physical solutions to provide environments which promote children's interaction, positive self image, confidence, and accessibility, while allowing for learning and development. 11p.

Addresses the planning and architectural design of play/learning environments for special needs children. The exceptional children discussed include those with most types of mild to severe handicaps and developmental disabilities; specifically excluded from consideration are health impairments, severe psycho-emotional difficulties such as autism and psychosis, severe or profound mental retardation, and orthopedic handicaps if they are not accompanied by other learning disabilities. Section 1 defines and discusses the range of developmental disabilities covered, reviews literature on exceptional education and the physical environment, and briefly describes the procedure used in creating and using a generic behaviorally-based architectural design guide. Section 2 discusses the role of the physical environment in the development of children with exceptional problems and presents 14 design principles with specific user requirements for designing play/learning environments. Section 3 shows how to apply the design principles to a particular situation, client, and site using a design for an outdoor play/learning environment for the St. Francis Children's Center in Milwaukee, Wisconsin 95p.

The paper summarizes findings from an applied research programming and design project for children with learning disabilities. Findings are reported along 14 developmental goals (such as perceptual and gross motor development) to which environments for exceptional children should respond and along 13 design principles (including orderliness and consistency) to facilitate the goals. Three main products are discussed: the development of new methods in production and communication of design relevant environmental research; the development of a program document stressing developmental goals and design principles applicable to a wide range of indoor and outdoor environments for exceptional children; and the production of a design proposal for an outdoor learning environment. 52p.

Reported are the findings of a research study to determine the effects of physical environment on the learning behavior of 13 institutionalized moderately and severely retarded individuals (14-18 years old). An introductory section covers the need for research in environmental control, the five study objectives, study procedures, data collection methodology, and the specific hypotheses tested. Examined in a review of the literature are such aspects of architectural design as furniture, space, color, and light. A section on the methods and procedures used in the study includes information on the Ss (participants from a residential classroom), apparatus (a cassette tape recorder for recording researchers' observations), lighting (either general illumination alone or both general illumination and tract lighting), color (including "hot" and "cold" colors), space density (ranging from 500-400 square feet), procedure (which entailed the manipulation of four environmental conditions), and the recording of two types of behavior (on-task behavior and ambient-task movements). Among the effects reported from manipulating color, space, lighting, and space-color were that ambient behavior associated with hyperactivity was not increased by color change and that space reduction resulted in increased on-task behavior. The results of a questionnaire survey involving interior designers, architects, and special educators are also provided in the form of guidelines for designing an appropriate physical environment. 70p.

The United States Congress and the individual states are now placing high priorities on supplying school facilities for the handicapped. This book is a comprehensive synthesis of what is unique and different about exceptional children and youth, of what modes of teaching and learning are necessary for their instruction, and of what contributions planning and design of physical environment and facilities can make to maximize their education and rehabilitation. Guidelines are offered for the inclusion of handicapped children in the regular school, as well as for the optimum development of handicapped children in separate schools, where that is appropriate.

The annotated bibliography contains 91 references selected from Exceptional Child Education Abstracts dealing with physical facilities, educational or institutional, for exceptional children. The entries, which include texts, journal articles, research reports, program guides, and other literature, treat such topics as environmental influences, acoustics, architectural programing, building design, classroom arrangement, design needs, lighting, sanitary facilities, and space utilization. 22p.

Advises on the design of special education facilities. A discussion of the status of special education environments is followed by advice on the planning process, design solutions, and a review of research and design methodology. Includes 30 references. 129p.

Profiles the United Kingdom's Booker Park School, a new complex for pre-school and elementary school students with behavioral and learning difficulties. A high degree of flexibility accommodates the extreme range of emotional, sensory, and physical abilities of the students.

Profiles the new building for this school that teaches children with emotional disorders, learning disabilities, and speech or occupational impairments. The small classrooms emulate the scale of the brownstones that the school previously inhabited, and accommodate only six to eight students, plus two teachers each. Building statistics, a list of project participants, photographs, and plans are included.

Profiles two new British schools in Solihull, both for special needs pupils. The many features for accommodation and sustainability are covered, as are the special teacher and student retreat spaces.

Profiles the Joliet Learning Center and discusses particular elements for planning and designing special learning centers.

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.

Background noise poses adverse effects on speech sounds and affects student learning, especially for children with developmental disabilities. Sound-field and public address amplification systems can help to solve this problem by amplifying speech sounds relative to background noise. This study surveyed school classrooms for children with special needs, and compared the performance of a sound-field and a portable public address system in classroom environments. Unoccupied room noise levels and reverberation times were measured in eight classrooms at four Hong Kong schools for children with special needs. Speech levels in each classroom were measured under three conditions: without amplification, with public address system amplification, and with sound-field amplification. Speech-to-noise ratios were calculated for each condition. Noise and unamplified speech-to-noise ratio values exceeded recommended acoustic standards in all classrooms. When sound-field and public address amplification systems were installed, speech-to-noise ratios improved considerably. When either amplification system was used, a uniform sound-field resulted. The applicability of both types of amplification system and their relative merits in special education classrooms are discussed.

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.

Presents analysis of teaching layouts and the sequence of activities in ten selected special needs schools, using questionnaire research directed at caregivers and teachers. The effects of several sensory parameters were observed in the teaching environment, inclduding bright colours and light, pattern glare, echoing, higher and low-pitch sound and background noise level. The study identified numerous factors having a negative effect on children's behavior.

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.

Describes Ulm's Pistorius, a school for special education that features only five pupils per small classroom, and a colorful daylit interior. Photographs, plans, and a list of project participants are included.

Cites the versatility of interactive whiteboards as learning tools for students with or without disabilities, as the whiteboards can accommodate tactile, audio, and visual learning styles. Advice on selecting a product is offered, with the emphasis on considering and involving the end user in the selection process. Includes eight references.

Describes the design of an addition to Ontario's Ross McDonald School for blind, deaf/blind, and visually challenged children. The design features a high degree of customization to accommodate the students' special needs, and includes a new elementary school and a residence where high school-aged children can learn independent living. Photographs, elevations, plans, and project information are included.

This focuses on the adaptations to the environment which will enable the deafblind person to function more effectively. Key considerations in designing the environment include the use of contrast; using surfaces which avoid glare; choosing appropriate background colors; the planning of the space; the number and quality of the clues which are provided; and the choosing of appropriate environmental aids which lend support and enable the person to function more independently. 2p.

Describes the design of an addition to Ontario's Ross McDonald School for blind, deaf/blind, and visually challenged children. The school includes an elementary school and a residence where high school-aged children can learn independent living. The building's form, lighting, and finishes are described.

Outlines accessibility issues that are most commonly encountered in school settings. These include proper door resistance, clearances, and hardware; accessible seating in auditoriums and gymnasiums; fire alarms with strobe lights for notification of the hearing impaired; properly designed and secured handrails and flooring; and proper heights of thresholds, controls, and telephones.

Children typically learn in classroom environments that have background noise and reverberation that interfere with accurate speech perception. Amplification technology can enhance the speech perception of students who are hard of hearing. Purpose: This study used a single-subject alternating treatments design to compare the speech recognition abilities of children who are hard of hearing when they were using hearing aids with each of three frequency modulated (FM) or infrared devices. Results: The infrared ceiling sound field system did not provide benefit beyond that provided by hearing aids alone. Desktop and personal FM systems in combination with personal hearing aids provided substantial improvements in speech recognition. Clinical Implications: This information can assist in making S/N-enhancing device decisions for students using hearing aids. In a reverberant and noisy classroom setting, classroom sound field devices are not beneficial to speech perception for students with hearing aids, whereas either personal FM or desktop sound field systems provide listening benefits.

In the course of her work as a behaviour consultant and teacher, the author has access to many different types of educational settings, both private and under LEA control, in the UK and Belgium. In all cases, it is apparent how a sympathetic physical environment can reduce alienation and encourage social inclusion, especially with regard to difficult behaviour. Once this viewpoint has been reached then there are funding implications which this present review considers and researches for UK educational establishments. [Author's abstract]

Describes desirable design features of facilities where autistic children are taught. Means of controlling stimulation by sound, light and color are discussed, as well as ways to protect students from injury. Additional specialized spaces that may be required for training, care, and administration of this particular student body are listed.

Describes the development of an Intermediate Center, adjacent to the existing K-12 schools, within a fast-growing community. Designed for children in 5th-7th grades, the center includes a special education classroom that incorporates the needs of students with a variety of disabilities. The L-shaped classroom allows for teacher eye contact with all students while still providing a defined area for alternative, small group instruction.

Describes assistive technologies that are available to help schools meet the requirements of Individualized Education Plans for students with disabilities. The offerings include computer devices and specialized software programs.

Discussion of classroom amplification systems to improve the performance of students with hearing loss or learning disabilities addresses the auditory challenges of inclusive classrooms, changing the classroom environment to reduce noise, types of amplification systems, and what teachers observe about amplification.

A study investigated the efficacy of sound-field amplifications for four children (ages 5-7) with Down syndrome. Measures of speech perception were taken with and without the sound-field system and found that the children perceived significantly more speech in all conditions where the sound-field system was used.

Describes the award-winning building design of the Central Institute for the Deaf in St. Louis. The design had to meet the institution's varying functions as a school for deaf children, scientific research facility, place offering clinical services, and professional education department of speech and hearing. Includes photographs.

Describes ABA Studio/Andrew Bartle Architects' transformation of a narrow row house into a school for learning-disabled students in New York City. It required substantial renovation and expansion to accommodate the program, which called for classrooms for instruction and therapy, recreational areas, an assembly room, and support spaces. Describes the title school building, including the educational context and design goals. Includes information on the architects, manufacturers/suppliers, and construction team; a general building description; and a commentary on the design. Also includes the floor plan and photographs. [Free subscriber registration is required.]

Looks at the design features of a 120,000 square foot Chicago elementary urban school that accommodates 900 students, 25 percent of whom are disabled. The school is based on a small school design that can maintain a feasible budget while providing universal access. The design also helps the school blend into the surrounding urban neighborhood. Photographs and floor plans are included.

Describes the building designs of 21 schools of various types (such as technology centers and special education facilities), including their educational contexts and design goals. Includes information on size, construction costs, architects, and contractors. Also includes floor plans and photographs.

Discusses arrangement of the classrooms furnishings, equipment, activity areas, and supplies to address the ADHD student's issues with hyperactivity, impulsivity, distractibility, and disorganization.

This article discusses strategies for including students with visual impairments into general education settings. The article provides a starting point from which general educators can begin to learn about visual impairments and build skills that will benefit all their students. Discusses orientation and mobility, designing effective learning environments, collaborating with vision specialists, and visual learning accommodations. Includes a checklist for outdoor and indoor orientation and mobility adaptations to assist in identifying areas of need.

Presents a case study of the private League School in Walpole, Massachusetts, showing the role specialty materials and finishes play in the design of a school for autistic students. Use of incandescent lighting, muted colors and contrast, and padded flooring are examined as are classroom features and construction challenges encountered.