access school facilities

7/31/2019 Access School Facilities

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ACCESSIBLE SCHOOL FACILITIES

A RESOURCE FOR PLANNING

Province of British Columbia

Ministry of Education, Skills and Training


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ACKNOWLEDGEMENTS

The Ministry of Education, Skills and Training gratefully acknowledges

the many organizations and individuals who made contributions to the

planning and revision of this resource.

The Ministry acknowledges in particular thefollowing organizations for their assistance:

Council of Educational Facilities Planners

Ministry of Municipal Affairs

Rick Hansen Man in Motion Society

Workers Compensation Board


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ACCESSIBLE SCHOOL FACILITIES

A RESOURCE FOR PLANNING

INTRODUCTION

Purpose of This Resource 1

Background 2

Ways to Use This Resource 2

PLANNING FOR ACCESSIBLE SCHOOLS 4

ACCESSIBLE SCHOOL FACILITIES:

ACCESS CONSIDERATIONS 5

LIST OF ACCESS CONSIDERATIONS

Parking 6

Doors 7

Stairs 8

Ramps; Elevators 9

Washrooms 10

Drinking Fountains; Telephones 11

Signage; Room Identification; Signals/ Alarms 12

Staff Areas/Central Office 13

Workrooms 13

Change Rooms and Gymnasiums 15

Auditorium/Lecture Hall/Theatre 16

Cafeteria/Dining Area/Teaching Kitchen 16

Recreational Spaces 17

General 18

OTHER ISSUES RELATED TO EDUCATIONAL FACILITIES

PLANNING AND STUDENTS WITH SPECIAL NEEDS

Room Size and Shape 19

Specialized Rooms 19Sound Features 20

Health Considerations 20

Records Storage 21

Dimensions of Children for Planners 21

RELATED RESOURCES 22


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Accessible School Facilities: A Resource for Planning

1

INTRODUCTION

Purp oses of this Resource

This Resource is a reference which school d istricts can use w hen plann ing accessible

schools. It is intended as a tool to help school plann ers take advan tage of two

significant factors: pr o-active plann ing for accessibility makes good financial sense,

and attention paid to accessibility considerations d ur ing plann ing will ensure that

facilities are m ore functional for th e w hole commu nity.

Finan cial Factor

Using this resource can help save money. Attention to accessibility considerations at

the p lann ing stages of new facilities can prove cost effective. Altering bu ildings later toaccomm odate stud ents or staff with special needs is more costly. When p lanners

includ e the considerations for accessible schools at th e design stage, app roximately

80% are no-cost items. Features which do h ave construction or equ ipment cost impact

will fit within the allowable unit rate for school construction.

Functional Factor

This resource provides a listing from research and best practice of those factors which

improve the accessibility of schools for studen ts with sp ecial needs. Many of these

factors will result in buildings w hich are more functional not only for people w ith

special need s but for all peop le who use the building, wh ether it be for educational

programs or other comm un ity functions.

This Resou rce as a Tool

Accessible School Facilities: A Resource for Planning can help schools by

sup por ting the Provinces Special Education policy that all stud ents shou ld hav e

equitable access to learn ing,

providing information to school districts wh ich p romotes the inclusion of

stud ents with special needs,

serving as a reference for school districts as they p lan new schools and renovate

existing facilities,

prov iding further information for school districts wh ich already have their own

guidelines for accessible schools, and

showing m any features that are no-cost or very low cost when included at the

design stage.


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2

Special Education Policy an d Accessibility

British Colum bia Special Education policy states that all stud ents shou ld have

equitable access to learning. It states that new schools shou ld be designed for better

access and , when ever possible, barriers shou ld be eliminated in existing facilities. The

Ministry has m ade a comm itment to d evelop gu idelines for accessible facilities for allschool d istricts. This resource is intended to fulfill that comm itment.

Background

Since 1990, school districts have raised concerns about providing accessible learning

environm ents for stud ents with special needs. Accessibility of learning environm ents

is essential, with the majority of stud ents with special needs attend ing their

neighborhood schools. School districts have ind icated th at there is a need for

gu idelines for accessible schools, to sup plemen t the information p rovided in the

BC School Facilities Building Manual, BC Building Code, and Building Access Handbook:

Building Requirements for Persons with Disabilities from the British Columbia Code.

The original impetus for the developm ent of this resource occurred in the spring of

1993, when the (then) Edu cation Advisory Council recomm ended that the Ministry

collect information an d prov ide an analysis to school d istricts about those factors which

make a school accessible and sup por t the inclusion of stud ents with special need s.

Considerable research had already been d one by the Ministry in p reparation for a

collaborative effort with th e Rick Hansen Man in Motion Society to build a p rototypeaccessible schoolhouse for Independence 92, an international conference held in

Vancouver. Building on th is work, the Ministry sought the assistance and ad vice of

nu merous group s and individu als through out the development and revision of several

drafts.

Staff from the Ministry for Municipal Affairs reviewed this document for consistency

with the m ost current version of the B.C. Building Cod e.

Ways to Use this Resou rce

This material may be of assistance du ring th e process of facility d esign, constru ction, or

renovation. Planners must follow British Columbia Building Code stand ard s. They

can use this resour ce to help th em id entify priorities to enhan ce school accessibility

beyond the minimu m stand ard. Financial resources are always at a premium, so

information in this resource can assist in weighing cost d ecisions.


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3

TheBuilding A ccess Handbook: Building Requirements for Persons with Disabilities from the

British Columbia Code is the base document u sed by p lanners to ensure that their work

reflects the accessibility stand ard s for British Colum bia. This resource sup ports th at

docum ent and in some instances makes suggestions which exceed the code.

Although the need s and priorities of school districts will vary, this resource can be auseful tool for school d istricts to use w hen

examining information about accessibility to complement an d add to the

information in th eB.C. School Facilities BuildingManual, theB.C. Building Code, and

Building A ccess Handbook: Building Requirements for Persons with Disabilities from the

British Columbia Code,

plann ing for the design and construction of new schools,

planning for renovations to existing facilities,

making d ecisions abou t features that will be most effective at improving

accessibility in a p art icular facility,

developing the Five Year Capital Plan ,

engaging in the process of a facility aud it, and / or

plann ing school changes that w ill result in more accessible work sp aces, with

little or no cost.


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4

PLANNING FOR ACCESSIBLE SCHOOLS

Planners d eveloping a new school or d esigning renovations for an existing facility

gather inpu t from a variety of individua ls. The design team should focus par t of itsd iscussions w ith these key peop le on issues related to accessibility. The design team

itself should includ e ind ividu als with specific expert ise in the ar ea of accessibility such

as special edu cation teachers, physiotherapists, occupa tional therap ists, pu blic health

personnel, parents, students with d isabilities, and representatives from related interest

group s who have unique knowledge and/ or skills helpful for planning.

In the development ofDistrict Facilities Plans, Five Year Capital Plans, and other facilities

plans, the school district shou ld refer to the B.C. School Facilities Building Manual and the

Capital Budget Instructions for School Districts for the current year.

Major capital p rojects involve renovations and expansion to existing facilities, as well

as new bu ildings. Projects involving existing facilities includ e upgrad ing,

mod ernization, and expan sion. Both minor and major modern ization and expan sion

projects must complete the full Facilities Branch and Ministry of Finance and Corporate

Relations review process. Very small renovat ions to schools should be paid for by the

school districts using m aintenance fun ds.

A school district may also use the An nu al Capital Allowance to fund minor facility

up grad es. The Annual Capital Allowan ce is that portion of the block of operating

fund s that is iden tified specifically for capital p rojects not includ ed in a board 's Capital

Plan Bylaw. The allowan ce is a sup plemen tary fund ing source for projects not sub ject

to competition with other h igh pr iority projects for existing capital envelope fund ing.

When u pgrad ing, modernizing or expand ing, school districts should take advantage of

opp ortunities to prom ote the inclusion of stud ents with d isabilities. Barriers to access

should be reduced or removed. Furniture and other capital equipment should be

read ily adaptable for a broad range of users, includ ing those with d isabilities.

School districts can use the checklist in this docum ent when p lanning p rojects prior to

subm ission of bud get prop osals. Planning which includes the access considerations in

the checklist will result in buildings wh ich are more functional for all.


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5


ACCESS CONSIDERATIONS

Iden tifying Access Consid erations for School Facilities

Research an d inpu t from architects, the Workers' Compensation Board , and the Rick

Han sen Man in Motion Found ation went into the d evelopment of the following list of

access consid erations. Staff from the Ministry of Education, Skills and Training School

Facilities Branch, Council of Educational Facility Planners, and representatives from

groups such as secretary-treasurers, superintend ents, principals and vice principals,

facility planners, architects, engineers, consultants, and teachers all reviewed the list.

Through the p rocess of planning, school districts may id entify add itional features

wh ich w ould enhan ce accessibility.

Using the List of Access Con sideration s for School Facilities

Planners can u se this section as a comp anion checklist toBuilding Access Handbook:

Building Requirements for Persons with Disabilities from the British Columbia Code and its

compan ion checklist (copy attached). They can u se it du ring plann ing for new

construction or as a tool for reviewing and commenting on th e app ropr iateness of

existing facilities. The comp leted checklist and accomp anying comm ents can be useful

to teachers and su pp ort staff as they d evelop Individu al Edu cation Plans (IEPs) with

goals and objectives related to developing ind epend ence for stud ents with special

needs.

The list is a useful reference for classroom teachers, resource teachers, teacher-

librarians, occupat ional therapists, ph ysiotherapists, and ad ap tive physical edu cators.

The list of featur es suggests ways that existing work areas can be adap ted to m ake

them m ore accessible. These changes could include relatively simp le changes such as

rearrangement of tables and desks to ensure th at aisles are at least 900 mm (3 feet)

wid e, maintaining barrier-free path s of travel, or making classroom signs or posters

with large, high contrast, raised pr inting. Not all items in the check list are necessarily

applicable to all schools.


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LIST OF ACCESS CONSIDERATIONS

PARKING CommentsSeeBuilding Access Handbookpp . 27-28 for d etails.

disabled pa rking sp aces clearly identified

ten p ercent of par king spaces accessible and d istributed

in different areas: visitors, students, staff

accessible spaces 3.7 m by 2.4 m (12 feet by 8 feet)

accessible parking near main school entrance withou t

passing behind parked cars

accessible parking near main school entrance withou t

passing throu gh tra ffic

park ing lot sur face is smooth an d h ard

parking lot su rface is level

par king lot su rface is slip-resistant

accessible spaces are clearly identified

(SeeHandbookp. 55 for specifications of signage.)

passenger d rop off zone with curb cuts near entrance

access to p oints of public transportation n ear accessible

entrance

accessible parking n ear gym entrance and track/ playing

fields

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DOORS Comments accessible main entrance

autom atic main entrance doors

pairs of doors and automatic doors where app ropriate

all doors at least 900 mm (3 feet) wide

levers instead of door kn obs

all doors operate with minimu m am ount of strength or

pressure of 22 N

kick plates on d oors at least 410 mm (16 in) high

thresholds no more than 13 mm (1/ 2 inch) high with

warn ing strip

in renovations, if some doors remain inaccessible, signs

shou ld d irect to accessible rou tes

self-closing mechanisms with time d elay

(minimu m 5 second s closing time)

pu ll-close hand les on non -automatic doors

aud ible warn ing device and textured hand le for

emergen cy exit

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STAIRS Comments SeeBuilding Access Handbookpp. 39-43 for details of

both code requ irements and explanations of each

standard, including the required formula for stair

dimensions.

nosings do not p roject

nosings are non-slip

nosings have tactile warning strips

nosings and treads have contrasting colour

risers are 125-175 mm (5-7 inches)

risers are closed (no sp ace between steps)

tread s are 300 mm (12 inches) deep

han drails to withstand 1.33 KN (app rox. 290 lb.)

hand rails contrasting colour to w alls

hand rail diameter 30-50 mm (1-1/ 4 to 2-1/ 4 inches)

clearance between han drail and w all at least 38 mm

(1-1/ 2 inches)

well-lit stairs and land ings

obstruction-free stairs and landings

tactile identification on handrails

emergency evacuation equipm ent at top of each

stairway (plans based on stu dent specific need)

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RAMPS CommentsSeeBuilding Access Handbook pp . 20-26 for ram p standards

and detailed d rawings of ramp requirements.

at least 1500 mm (5 feet) wid e

hard , smooth non-slip su rface

grad ient no m ore than 1:12 (8%)

hand rails at both sides

handrails at two heights for elementary schools:

720- 770 mm (28-30 in) for children and 800-920 mm

(32-36 in) for adults and larger students

handrails for secondary schools and m idd le schools:

800-920 mm (32-36 in) high

hand rail diameter of 30-60 mm (1-1/ 4 to 2- 1/ 3 in)

on long ram ps, level platforms at intervals

(SeeHandbookp. 23 for standards.)

level su rface 1.5 m x 1.5 m (5 feet x 5 feet) at top and

bottom of ramp

night lighting throu ghout length

international access symbol mark ing ram p

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ELEVATORS CommentsSeeBuilding Access Handbookpp . 39-43 for d etails of both

code requirements and explanations of each standard.

Because elevators are u sually pu rchased frommanu facturers, planners should ensure th at sup pliers

follow all code stan dard s wh ich includ es sizes, features

and control details such as Braille instru ctions. In

add ition, it is also recomm ended :

graspable han drails in the car

doors which rem ain open a t least 5 sec., with ad ditional

key controls and reactivating d etectors if a person or

object passes through the doorway

visual and au ditory signals announ cing floors

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WASHROOMS CommentsSeeBuilding Access Handbookpp . 9, 72 and 60-68 for details

of both code requ irements and explanations of each

standard, including accommodating children.

one accessible cubicle/ washroom 1500 mm (60 in) wide

and 1500 mm (60 in) deep

accessible cubicle clearly id ent ified

door swings out, prov iding clear opening not less than

815 mm (32 in)

grab bar diameter 30 and 40 mm (1-1/ 4 and 2-1/ 2 in)

grab bar at least 40 mm (1-1/ 2 in) from wall

grab bars to withstand 1.33 KN (290 lb.)

grab bars contrasting colour to walls

toilet seat not sp ring load ed (SeeHandbookp. 63 for u se

of raised to ilet seat as back rest.)

accessible hand -operated flush ing control

at least one urinal floor mou nted , or on wall no more

than 500 mm (20 inches) above floor

inside cubicle door p ull not greater than 140 mm

(5-1/ 2 in) long (SeeHandbookp. 61 for p ull location.)

coat hook not less than 1200 mm (40 in) from floor

shelf located to ensure accessibility of stall

mirror m oun ted to floor or dow n to backsplash, angled

so person in wh eelchair can view self

accessible sink and van ity (SeeHandbookp. 65) lever hand led faucet controls

temperature control on hot water faucets

soap an d towel d ispensers not less than 1100 mm (43 in)

from floor, in an area which does not requ ire wheeling

across room with wet hand s and equipp ed w ith handles

and tear features that accomm odate minimum hand

function

accessible hand dryers

insulated p ipes and drains on accessible sinks

bidet or toilet with cleansing feature in on e accessiblewashroom

Note: Consider advan tages of infrared controlled flushers,

taps, hand dyers, and au tomatic doors, and emergency

call buttons for providing independ ence opportunities

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DRINKING FOUNTAINS Comments up per ed ges of drinking fountain basins not m ore than

900 mm (3 feet) above floor

controls and spou ts located in front; if set in recessed

area, recess should be no less than 3 feet (.9 m) wid e

lever or p ush bar controls with a force not more than

13 N

additional foot bar for control

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TELEPHONES Comments at least one pu bic pay telephon e accessible from a

wheelchair with a clear front app roach of 810 mm (32

inches) and d ial, receiver and coin slot 900-1200 mm (36

to 48 inches) above floor accessible telephon es clearly id entified

at least one telephone w ith amplification control

compatible for use with hearing aids

accessible Telecommunications Device for the Deaf

(TDD) available for students and staff

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SIGNAGE Comments emergency evacuation plan posted

international symbols for accessibility posted

large, high contrast, and r aised for ind ividuals with

print impairments

obstacles that d o not continu e to floor have a vertical

clearance at least 210 mm (7 feet)

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ROOM IDENTIFICATION Comments plaques with 1 mm raised or notched nu mbers placed

on corridor walls next to doorw ays 1350 mm (5 feet)

above floor level (side nearest hand le when d oor is

closed), to identify spaces

SeeBuilding Access Handbookp. 56 for m ore d etails.

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SIGNALS/ALARMS Comments accessible from w heelchairs as per light switches

flashing light signals for bells in all rooms (from 1 to 3

flashes/ second)

flashing clear or translucent light signals for alarms in

all rooms (from 1 to 3 flashes/ second )

elevators have "help is on th e way" signs that light w hen

stalling occurs

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STAFF AREAS/CENTRAL OFFICE Comments

STAFF ROO M

accessible stove controls, refrigerator, sink and

cupboards

accessible staff washroom

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OFFICE AREA

low coun ter not g reater th an 815 mm (32 in) above floor

accessible work areas

accessible offices

counters intend ed to be used as work surfaces should

be at least 760 mm (30 in) wide

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WORK ROOMS Comments

CLASSROOMS

accessible work tables not less than 700 mm (28 in) high

adjustable chalkboards

aisles at least 900 mm (3 feet) wide

background noise level is no greater than 30dDA

space and area for storing large equipm ent

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LIBRARY

one percent or a minimum of one study carrel accessible

to wh eelchairs (for new constru ction, plan all carrels

accessible for universal access)

accessible carrels distributed throu ghou t library

aisles between stacks at least 1200 mm (4 feet) wide

all tables have clear m inimu m of 760 mm (30 in) floor to

un derside of work area or adjustable height

access to library ensured (even w hen electronic

mon itoring devices are in p lace)

workroom an d charge desk accessible

area set a side for Braille books, cassette books an d large

print materials

card an d comp uter catalogues are accessible to persons

in wheelchairs

microfiche read ers are accessible to p ersons inwheelchairs

ph otocopiers are accessible to person s in w heelchairs

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PORTABLES

accessible

accessible path/ walkway to p ortable

(For ramp specifications, see Ramps section.)

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WORK ROOMS, CONT. Comments

LABS/SHOPS

one p ercent or a minimum of one station accessible with

715 mm (28 inches) from floor to und erside of work area

one larger size station to accomm odate assistant and

extra equipm ent

aisles between stations shou ld have minimum clear

width of 900 mm (3 feet)

accessible utility and equip men t controls

"U" or "C" pull hand les on drawers

non-glare work surfaces

lever hand le controls

Braille labeled controls

temp erature safety controls on water faucets

eye wash stations with p ull cords not more than 900 mm

(3 feet) from floor

accessible safety equ ipm ent

Braille labeled safety equ ipm ent

adjustable height storage units

pu ll-out or dr op-leaf shelves on coun ters

flexible connections to electrical, water an d gas lines

aud ible signals for equip ment

flashing light signals for equipm ent

for new constru ction, all comp uter lab stations

are un iversal (for renovations, minimum of 1 percent orone station accessible with clear p ath to station)

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CHANGE ROOMS AND GYMNASIA Comments

CHAN GE AREA

one percent or minim um of one locker is/ are accessible

wheelchair accessible vanities

hand dryers at different heights

hair d ryers at d ifferent heights

aisles in locker area a t least 1200 mm (4 feet) wide

faucets at wheelchair accessible height

lever hand le faucets

temp erature safety controls on water faucets

insulated pip es where exposed

mirror moun ted a t 900 mm (3 feet) from floor

accessible change table or bench in an area w ith ensured

privacy

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GYMNASIUM

access to weight room

access to equipment room storage

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SHOWERS

SeeBuilding Access Handbookpp . 70-72 for d etails of both

code requirements and explanations of each standard.

show er stall at least 1500 mm (5 feet) wide and not less

than 900 mm (3 feet) deep

shower stall has slip-resistant floor su rface

show er stall has horizon tal grab bar 725-775 mm

(28-30 in) shower stall has hand h eld show er

show er stall has fully recessed soap h older tha t is

accessible from sitting p osition

benches in drying area of shower stalls

wh eelchair accessible shower stalls with threshold not

more than 13 mm (1/ 2 in) high

shower stall has hinged seat that is not sp ring loaded or

a fixed seat n o greater th an 450 mm (18 in) wid e and

deep, equipped to withstand 1.33 KN (290 lb.)

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AUDITORIUM/LECTURE HALL/THEATRE Comments

SeeBuilding Access Handbookp. 7 for chart of accessible

viewing position requirements in p ublic aud itorium s.

accessible viewing p ositions not less than 900 mm

(3 feet) wide an d 1500 mm (5 feet) long to p ermit

wh eelchairs to enter from a side ap proach and/ or 1200

mm (48 in) long where wheelchair enters from front or

rear of space

accessible positions located w ith bar rier-free p ath of

travel wh ich d oes not infringe on exit or aisle

requirements

accessible seating distributed throughout optimal

viewing areas (where sp ace is level and there are

movable seats, no ad d itional special considera tions are

required)

accessible seating arran ged so that at least 2 designated

spaces are side by side

audio ind uction loop or FM receivers

accessible lighting/ control booth

access to stage

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CAFETERIA/DINING AREA/TEACHINGKITCHEN

Comments

directly accessible

aisle between tray slides and control railings is a

minimu m of 900 mm (3 feet)

outside ra il heights of tray slides are no higher than

860 mm (34 in)

continuou s tray slides

wid th between tables are a minimu m of 1700 mm

(5-1/ 2 feet)

at least 715 mm (28 in) to un der surface of tabletop s; if

aprons are greater than 50 mm (2 in), they are recessed

300 mm (1 foot)

cutlery and food d isplay racks within view and reach of

persons in w heelchairs

display cases accessible with one hand

accessible stove, r efrigerator, work table, and sink in

one teaching kitchen station

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RECREATIONAL SPACES Comments

TRACK

aspha lt or other hard , smooth su rface

avoid track edges (i.e., lips)

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TENNIS COURT

asphalt (avoid rou gh and rubberized surfaces)

adequate sp ace for maneuvering by coaches, referees,

spectators, players

basketball hoops on cantilevered L-shaped posts

outside fence

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PLAYGROUND(S)

See The Universal Playground: A Planning Guide, Ministry of

Edu cation, 1993.

access to playgrou nd area

mu ltiple w ays to access equipment mu ltiple ways to exit equipment

provide surfaces app ropr iate for persons in wheelchairs

aud itory cues on moving equipment

app ropriate mod ifications to equipm ent providing

access to studen ts with sp ecial needs

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PLAYING FIELDS

access to p laying fields

accessible viewing sp aces located on level surface

adjoining bleachers, in several locations

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GENERAL Comments

LIGHT SWITCHES

light switches located on p late 900 mm (3 feet) above

floor

rocker switches wherever possible

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ELECTRIC O UTLETS

outlets 460 mm (18 inches) above floor; in areas

specifically designed for peop le with d isabilities, ou tlet

heigh t shou ld be 610 mm (24 inches)

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VENDING MACHINES

vend ing m achine controls 2 to 4 feet (.6 to 1.2 m) above

floor

pu ll-on or push control knobs requiring no more than

13 N of force

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FLOORING

resilient flooring

tightly woven, non-static, direct glued level carpet

contrasting colours to ind icate function changes

all floor coverings installed at same level

all floors non -reflective to redu ce glare

all floors n on-slip su rfaces (SeeBuilding Access Handbook

p. 45 for char t of slip resistance in flooring finishes.)

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WINDOWS

all windows low enough for p eople using wheelchairs

and people of short stature to use

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LOCKERS

at least one percent of total lockers, with a minimum of

one locker p er school, is accessible (an assessment of

individu al stud ent need should d etermine height of

hooks, shelves, etc.)

accessible lockers distributed throu ghou t school

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OTHER ISSUES RELATED TO EDUCATIONAL FACILITIESPLANNING AND STUDENTS WITH SPECIAL NEEDS

Physical accessibility is not the only consideration in planning school facilities toaccomm odate stud ents with sp ecial needs. A variety of other bu ilding featur es

influence the ability of studen ts with special needs to maximize their learning

potential.

ROOM SIZE AND SH APE

A nu mber of features related to the organ ization of a room or the expected u se should

be considered w hen planning or renovating edu cational facilities. The following are

examples of room size and organization issues related to stud ents with sp ecial needs:

providing adequate space for wheelchair or walker maneu vering,

accomm odating larger work areas or adap ted workspaces needed for some

students,

plann ing adequate space so that support staff such as teacher assistants or child

care workers can carry out their classroom d uties, and

including space for storage of specialized equipment w hich may be needed.

SPECIALIZED ROOMS

Adequate sp ace which is located in an integral par t of the school needs to be allocated

for carrying ou t the special program s and services required by stud ents with special

needs. Individua l Education Plans often call for services to be provided ou tside the

regular classroom, and ap propr iate areas in the facility shou ld be plann ed to locate

delivery of these services. The following spaces should be designated in the plans for

all new schools or renovations:

pr ivate space for sup port services such as ph ysical therap y, speech therap y, and

med ical or personal hygiene pr ocedu res,

appropriate available space for carrying out psycho-edu cational assessments:

- quiet, well-lighted, appropriately furnished and decorated to enhance

concentration,

- private, yet wind owed to ensure staff and stud ent secur ity, and

- equip ped with telephone to school or facility office.

pr ivate space for counselling services:

- equipp ed with telephone and security signal system,

- large enough for group counselling sessions, and

- arranged with space for storage of confidential records,


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functional spaces for meetings:

- pr ivate, yet centrally located,

- separate from th e staff room,

- app ropriate for group s including parents and other professionals for

gatherings, such as School-Based Team or Ind ividual Education Planmeetings, and

- available for regular teacher collaboration and plann ing.

Flexibility in the d esign of these rooms should ensure that th ey are available for other

uses when th ey are not requ ired for these specialized fun ctions related to special

needs. Consideration shou ld be given to multi-use of such spaces so that they are not

limited in function.

SOUN D FEATURES

The architectural design should take into consideration the needs of stud ents with

various hearing or listening d ifficulties:

locating the building on the part of the lot which is most free from environm ental

noise and further shielding th e building through landscaping,

sound proofing of surfaces with carpeting and other acoustical materials to

reduce noise confusion for stud ents wh o have d ifficulties with aud itory

comprehension (includ ing studen ts who are deaf or hard of hearing, stud ents

with learning d isabilities, and stud ents w ith attention d eficits),

selecting plumbing, lighting, heating, and other equipm ent which redu ce noiseand vibrations in the bu ilding

locating sound p rodu cing equipment and spaces for noisy edu cational activities

such as shops and mu sic rooms in areas away from classroom space, and

providing wiring for potential sound amp lification systems.

HEALTH CONSIDERATIONS

Increasing num bers of stud ents have health pr oblems related to respon ses to the

environment. For example, there has been a sharp increase in asthma w hich can have a

negative imp act on childrens ability to learn in school. Planners shou ld consult w ithexperts who have knowledge of the current research about allergies so that materials

used in construction and d ecoration are the most advantageous for stud ents who are

par ticularly sensitive. They shou ld also access prevailing research into the

psychological effect of colour and lighting on hu man behaviour w hen considering

school lighting an d decoration alternatives.


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RECORD S STORAGE

The need for complete and comp rehensive records has become more imp ortant as

schools include more children w ith diverse needs. Along with this has come an

increased need for protection of personal privacy in the storage of record s. Facilities

should be planned to accomm odate records storage related to stu dents w ith special

needs or other suppor t services such as counselling. Storage capacity and location

shou ld ensu re that records are secure and easily accessible to staff who n eed them .

DIM ENSION S OF CHILDREN FOR PLANNERS

The plann ing of facilities for you ng children can be complicated by the fact that code

dim ensions do not always take into consideration that users may be smaller than

adults. For examp le, stand ard s for accessible toilets and grab bars are often too high

for elementary aged child ren. In recognition of typical child and adult sizes, a ran ge of

measurements is often provided in theBuilding Access Handbook to accomm odate

plann ing for children. In add ition, theBuilding Code itself acknow ledges that facilities

such as schools which are used pred ominantly by children can u se dimensions other

than those in the Code to accomm odate sm aller sizes (p. 72 of the H and book, Sentence

3.6.4.8.(12) of the Code).

It may also be advantageous for planners to carefully examine average d imensions of

children and also typical measu rements of childr en in wh eelchairs at various ages. To

provide such d ata, see the British Colum bia docum ent Enhancing A ccessibility -

A Resource Manual for Communities, Child Care Settings and Child Care Providers 1997,( pp. PL 18-19).


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RELATED RESOURCES

American National Stand ards Institute.American National Standard for Building and

Facilities: Providing Accessibility and Usability for Physically Handicapped People. New York:American National Standards Institute, 1986.

British Columbia Ministry for Children and Families.Enhancing A ccessibility: A Resource

Manual for Communities, Child Care Sett ings and Child Care

Providers, 1997.

British Columbia Ministry of Edu cation.Access to Conferences, Inst itutes and M eetings: A

Planning Guide, 1993.

British Columbia Ministry of Edu cation. The Universal Playground: A Planning Guide.,

1993.

British Columbia Ministry of Edu cation.B.C. School Facilities Building M anual, 1985

(amend ed 1986, 1988).

British Colum bia Ministry of Mun icipal Affairs. The Building Access Handbook: Building

Requirements for Persons with Disabilities, from the British Columbia Building Code 1992,

Including Illustrations and Commentary, 1995.

City of Etobicoke.A Guideline for Accessible Site Design for Persons with Physical Disabilities.

Etobicoke, Ontario: 1986.

Government of Canada.Barrier-Free Design Standards, Ottawa, Ontario: Government of

Canada, 1987.

Pinney, D.,Accessibility Standards and Guidelines for Public Buildings. Calgary, Alberta:

Barrier Free Environmen t, 1986.

British Colum bia Ministry of Mun icipal Affairs. Province of British Columbia Building

Code, 1992.

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