accessible buildings and campuses; mobility and learning equipment
TRANSCRIPT
ACCESSIBLE BUILDINGS AND CAMPUSES;
MOBILITY AND LEARNING EQUIPMENT
APPROACH TO ACCESSIBLE BUILDINGS AND CAMPUSES
• Review concepts.• Take a walk-around. Observe. Take notes. • Discuss what we see. • How might you improve accessibility?•What are your priorities? Keep it simple at first. Go after immediate successes.
APPROACH TO ACCESSIBLE BUILDINGS AND CAMPUSES
•Plan your improvements with your school architect, master builder and maintenance person. They will know or can learn the design standards and how to implement them.•Publicize that you are improving the school; add students.
BASIC PRINCIPLES OF ACCESSIBILITY
•An accessible campus is good for everyone.•An accessible campus is only as strong as its weakest point.•What types of disabilities need accessibility?•Common accessibility issues.• It takes money, time and effort.•Architectural standards and resources (on-line).
AN ACCESSIBLE CAMPUS IS GOOD FOR EVERYONE
• Accessible schools are easier and safer for ALL STUDENTS to enter, navigate, learn in and play in.• Accessible schools are easier and safer for teachers, family members and visitors.• Any teacher or administrator that has a temporary infirmity (such as a broken leg) would find an accessible school to be better.• Accessibility requires a diligent maintenance plan and an eye towards safety.
AN ACCESSIBLE CAMPUS IS GOOD FOR EVERYONE
•Accessible and well-maintained schools are a great marketing tool to attract new students (disabled and non-disabled) and retain current students.•Accessible and well-maintained schools show current and potential new funding donors that the administrators, teachers and staff care about the school and are good stewards of the property and funds.
AN ACCESSIBLE CAMPUS IS ONLY AS STRONG AS ITS WEAKEST POINT
•Approaches to and from the school campus:Movement within the campus (to and between classrooms, library, computer room, cafeteria, offices, play areas, etc.)
Movement and learning within the classrooms and rooms.
Bathrooms.Playgrounds.
WHAT TYPES OF DISABILITIES NEED ACCESSIBLITY?
•PhysicalWheelchairs Crutches CanesWalkersUnstable gait Slow movement Energy draining walk Back and limb problems Frailty
WHAT TYPES OF DISABILITIES NEED ACCESSIBLITY?
•Vision•Hearing•Cognitive•Behavioral•Emotional
COMMON ACCESSIBILITY ISSUES
• Sidewalks and ramps.• Second floors.•Doors and doorways.•Bathrooms.•Classrooms•Offices and other rooms.•Playgrounds.•Assistance.
SIDEWALKS AND RAMPS
•Sidewalks and ramps:Steps that are high, broken or non-existentSteps without rampsSecond floor classroomsHorizontal clearanceWidthVertical clearance
SIDEWALKS AND RAMPS
•Sidewalks and ramps (continued):Protuberances and objects jutting outGaps (small and large) SteepnessAnglesDifferent elevations meetingLevel landings
SIDEWALKS AND RAMPS
•Sidewalks and ramps (continued):CurbsTurn radiiSmoothnessSurface materialsDrainage slopes and jointsGratesCracks
SIDEWALKS AND RAMPS
•Sidewalks and ramps (continued):BumpsCrosswalksRootsDisintegratingSpalling Pooling of water and mud
SIDEWALKS AND RAMPS
•Sidewalks and ramps (continued):Junk, debrisGrass, sand, rocks, twigs, clutter, glassAnimal droppingsAnimalsWayfinding
SECOND FLOORS
•Access to second floors is a tough problem to safely address when there is no elevator.•Solving this problem should be done in close coordination with the school’s architect.•There are ways around this problem, but none are safe or recommended.
DOORS AND DOORWAYS
•Doors and doorways:WidthsEase of openingBump in doorway
BATHROOMS
•Bathrooms:Turninggrabbing handleweight of doorBathrooms
BATHROOMS
•Bathrooms (continued):Widths, ability to transferHeights and dimensions/ease of use of toilets, sinks, towels, soap, door handle, lights
Grab barsCleaning up
CLASSROOMS
•Classrooms:LightsSpace for turning and parking/storing wheelchairs and assistive devices
Height of chalkboards and other equipmentLightingDistracting noises
CLASSROOMS
•Classrooms (continued):ColorsDirt and dustNeed for emergency contacts with main office.Power for electric wheelchair chargingPower for assistive devices
OFFICES AND OTHER ROOMS
•Principal’s office•Administrative office•Library•For parents and family members•For potential new students and registration
PLAYGROUNDS
•Disabled students may need a smoother playing field.•Benches for resting.•Access to water.•Access to toileting.
PLAYGROUNDS
•Sport information for students with visual or auditory disabilities, with learning disabilities or cognitive disabilities.•Finding ways that disabled students can play according to their disabilities, while still adhering to the spirit of the game.
PLAYGROUNDS
•Special Olympics events show that disabled students need and can excel in all kinds of sports, when adequate accommodations are made, and where the best effort is expected from the students.
ASSISTANCE
•Create an atmosphere of helping and anticipating needs.• Students and adults can help push wheelchairs over rough terrain or over long distances.• Students and adults can help bring learning materials to disabled students.•Help disabled students sit in well lit, accessible areas of the classroom.
ARCHITECURAL STANDARDS AND RESOURCES (ON-LINE)
http://www.un.org/esa/socdev/enable/designm/intro.htm
MOBILITY AND LEARNING EQUIPMENT
•Mobility devices are designed to facilitate or enhance a user’s ability to change and maintain body position, and walk and move from one place to another.
MOBILITY AND LEARNING EQUIPMENT
•Common examples of mobility devices:CrutchesWalking framesWheeled walkersWheelchairs (manual and powered)
MOBILITY AND LEARNING EQUIPMENT
•Common examples of mobility devices (continued):TricyclesScootersBraces and splintsProstheses such as artificial legsWhite canes
MOBILITY AND LEARNING EQUIPMENT
•Mobility devices are appropriate for a broad range of health conditions and impairments:AmputationArthritisCerebral palsyPolioMuscular dystrophy
MOBILITY AND LEARNING EQUIPMENT
•Mobility devices are appropriate for a broad range of health conditions and impairments(continued):Spinal-cord injurySpina bifidaStrokeVisual impairment
MOBILITY AND LEARNING EQUIPMENT
•Mobility devices are also relevant for older people who experience mobility difficulties.•These can be grandparents and parents of students, and visitors to the school.
MOBILITY AND LEARNING EQUIPMENT
•Examples of learning equipment for visual disabilities:Computers help people with visual impairments to communicate in text format, to read Braille, to emboss Braille, to magnify and to light.
Braille writing slates or typewriters to enable people with visual disabilities to record information by themselves.
StylusOptical magnifiers for people with low vision
MOBILITY AND LEARNING EQUIPMENT
•Examples of learning equipment for hearing disabilities:Hearing aids of different types (body-level, behind the ear, and in the ear canal);
Group hearing aids, such as loop-induction systems;Communication boards help children with speech impairments to express themselves.
Telephone amplifiers;Interpreter
MOBILITY AND LEARNING EQUIPMENT
Examples of learning equipment for multiple disabilities (ie, cerebral palsy):
Communication boards;Rollators (walking devices with rollers);Stimulation devices for toilet training;Bolsters and balancing balls;Adapted cutlery and crockery, such as spoons with special grips;
Positioning devices, such as special seating.
MOBILITY AND LEARNING EQUIPMENT
•Mobility and learning equipment need to be durable, simple, easy to maintain, reasonably priced.
IT TAKES MONEY, TIME AND EFFORT
•Money. This is always the issue.•How can a school obtain funds to retrofit their school campus to make it more accessible?•How can a school obtain funds to provide mobility and learning devices?
IT TAKES MONEY, TIME AND EFFORT
•The students’ families, school neighbors, teachers, administrators and the STUDENTS are a rich resource of skills and ideas and energy.•Many accessibility improvements can occur and devices made using volunteer time.•Many people have construction and repair skills.• Ideas can come from anywhere, including researching the Internet, and visiting rehabilitation clinics.
IT TAKES MONEY, TIME AND EFFORT
•Here are some potential sources of funds:Donations of new and used materials and equipment
Philanthropic organizationsChurches in Bolivia and abroadFundraising activities among parents and staff
IT TAKES MONEY, TIME AND EFFORT
•Devices might be obtained from:HospitalsRehabilitation facilitiesMobile/outreach facilitiesCommunity-based programsPrivate retailers Special education agenciesHand-made
IT TAKES MONEY, TIME AND EFFORT
•All improvements and devices must be well-maintained.•There should be an aggressive and persistent plan for maintenance, and the appropriate persons held accountable.•This will stretch the school’s resources, and show that the school warrants more funding.
LET’S DO A WALK AROUND THE SCHOOL
• Identifying accessibility problems.•Collecting data.•Taking pictures.•Developing potential corrections and improvements.
