ED 100 063

TITLEINSTITUTIONPUB DAT?NOTEAVAILABLE FROM

DOCUMENT RESUME

EA 006 686

Designing Schools for the Physically Handicapped.Ontario Dept. of Education, Toronto.[74]38p.Publications Centre, Ministry of Government Services,Macdonald Block, Queen's Park, Toronto, Ontario(Canada) M7A 1N8 (Identification No. 74-75/4036;$2.50, payment must accompany orders, make checkspayable to Treasurer of Ontario)

EDRS PRI:E MF -$0.75 HC Not Available from EDPS. PLUS POSTAGEDESCRIPTORS *Architectural Barriers; Design Needs; Elementary

Secondary Education; Facility Planning; FacilityRequirements; Human Engineering; *PhysicallyHandicapped; *School Design; *School Improvement;*School Planning

ABSTPACTSociety now realizes that people who are physically

handicapped need not be segregated but should be integrated intocommunity activities whenever possible. This document providesspecifications for removing architectural barriers and modifyingexisting structures so that all citizens will have access to schoolbuildings. The document has three main sections: (1) general designinformation, (2) modification of regular schools, and (3) additionalcriteria for special schools. (Author/MLF)

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Cover:The stylized symbol of a person in a wheel-chair is the international symbol used toindicate a building accessible to thehandicapped.

. LierLt. if cat, ;

Designing Schcals felt thePhysically Handicapped

The contents of this document have beenarrived at as a restet of experience in planningand developing the most economical meansof removing architectural barriers and mod-tying existing structures so that all citizenswill have access to school buildings.

Sind it would not be financially possible toprovide all existing buildings or, indeed, allnew school buildings with all of these facili-ties, school boards should consider attempt-ing to make these provisions available forgroups of schools within their particular area.

School boards planning to incorporate treat-ment facilities such as occupational therapyand physiotherapy facilities should contactthe Ministry of Health for design assistance.

: tt.` II' ill CO ri ')

3 Introduction

4 General Design Information

8 Modification of Regular SchoolsSiteBuilding

22 Additional Criteria for Special SchoolsSiteBudding

35 References

111trOducti01

The Ministry of Education, Ontario- has OP.ongoing policy to improve it* qclucationalopportunities for the children, youth, andadults of this province.

In the past, students who were physicallyhandicapped and unable to manage in regularschools were sent to special schools. Thisresulted in the segregation of persons whowere handicapped. Consequently, regularschools were designed for "the averageperson", thus limiting the entry of thehandicapped.

Society now realizes that people who arephysically handicapped need not be segre-gated, but should be integrated into allcommunity activities, whenever possible.

Implementation of the concepts presented inthis study would make it possible for chil-dren aid youth who have physical disabilitiesto be educated with their peer groups. Theadult population who are physically handi-capped would then be better able to partici-pate in community activities held in schools.

the special needs of the handicapped shouldbe taken into account in the design andplanning stage of school buildings. Failure todo so may make access to the buildings diffi-cult. The most common faults are:

- steps. curbs, and sidewalks that are toosteep arid /or too narrow;

doors that are too narrow or too hard toopen;

- lack of accommodation for wheelchairs inauditoriums and sports facilities;

- narrow aisles in cafeterias, libraries.auditoriums, etc.;

- toilet stalls that are too small or have thedoors opening inwards;

- telephones, drinking fountains, vendingmachines, light switches, and fire alarms thatare out of reach;

- walkways that are highly polished or slip-pery when wet:

- elevators that are inaccessible because oftheir size or design.

Those most seriously affected by architecturalbarriers are persons who are confined towheelchairs, either temporarily or permanent-ly. Other handicapped people include thefollowing:

- persons with semi-ambulatory disabilitieswho walk with difficulty or require the aid ofbraces or crutches;

amputees who require prosthetic devices;

- those with visual problems (either totallyblind or partially sighted) who cannot travelwith safety in public areas;

- the deaf and the partially deaf, who areunable to communicate or hear warningsignals;

- persons with faulty co-ordination.

In elementary schools, it would be more con-venient or young handicapped children if allfacilitins were on the ground level. However,if the building is raised above the ground,ramps leading to the main entrance and to theplayground should be provided. Schoolbuildings of more than one storey shouldhave an elevator large enough to accommo-date a wheelchair. At least one entrance to allareas should be accessible to chairboundpersons. All classrooms should be Jccessibleto wheelchairs. Where the school comps it.es anumber of detached buildings, it should bepossible to travel between them withouthaving to negotiate steps.

It is increasingly important that secondaryschool buildings also accommodate studentswho are handicapped. The introduction of hecredit system, which permits individual pro-gramming, allows more handicapped stu-dents to attend secondary school. And, withthe trend to greater use of :hools by thecommunity at large, it is vital that the handi-capped adult and the tilderlv have barrier-freeaccess to the buildings.

This document has three main sections:- general design information:- modification of regular schools;- additional criteria for special schools.

Implementation of the suggestions containedherein would bring the goal of equality ofeducational opportunity for all citizens ofOntario another step closer to realization.

PEST 11.11PV Mil ARLE

The; dimensions given in the building stan-eards codes are for adults of average stature(e g Supplement No. 5 to the National

D C A

Building Code of Canada). The followingcharts provide anthropometi is data neededin designing for the handicapped. bothchildren and adults.

,D !C

Men Men

I A

_

Imperial Metric Imperial Metricunits units units unit .

A Stature 69 17!,.2 cm A Head heqiht 52W* 133.3 cm

B Forward reach 18'i 21T 46 3.53.9CM 8 Forward reach 17%--21%" 45-55.2 cm

C Eve level 64'; 163.8 cm C W..i level 48's 122.5 cm

D Vertical reach e 3 210.8 cm D Vertical reach 67% 171.4 cm

Womeni- ; -rot Metric Imperial MetricMil units units units

A Stature 6E 1638 cm A Head height 49%.'' 125.7 cm

B Forward reach 16%-20' 41 9 50 8 cm B FiliWartt reach 15'., 19 38 7 48.2 cm

C Eye level 60'4" 153 cm C Eye level 45W" ;15.5 cm

D Vertical reach 76%. 194.3 cm D Vertical reach 62 157.5 cm

Women

D C

Boys ( Age range 3-18)

-UST COPY AVAILABLE

A

Age AStaling%

cm In.

BForward reach

em in.

CEve level

cm m.

DVertical reach

cm

3 99 38.9 39.6 15.6 96.5 38 104.1 41

4 105 .41.3 42.4 16.7 102.8 40.5 111.7 44

6 117 46 47.; 19.8 114.3 45 125.7 49.5

8 128 50.3 54.6 21.5 123.1 48.5 139.7 55

10 139 64., 59.4 23.4 134.6 53 152.4 60

12 147.8 58.6 64.2 25.3 140.9 55.5 165.1 65

14 163 64.1 70.8 27.9 154.9 61 180.3 71

16 173 68.1 '5.4 29 7 165.1 65 194.3 76.5

18 176 69 3 76 2 30.0 168.9 66.5 198.1 78

Girls (Age range 3-18)Age A B C D

Stature, Forwarc: reach Eye level Vertical reach

cm In. cm in cm in. cm in.

3 97 38.1 38.6 15.2 93.9 37 101 6 43

4 105 41.3 41.6 16.4 101.6 40 111.7 44

6 116 45.6 48 18.j 114.3 45 125.7 49.5

8 128 50.3 53.8 21.2 123.1 48.5 139.7 55

10 139 54.7 59.1 23.3 134.6 53 152 4 60

12 150 59 65.2 20.7 143.5 56.5 166 3 65.5

14 159 62.5 69.3 27.3 152.4 60 176.5 69.5

16 162 63 7 70.3 27 9 154.9 61 181 6 71.5

18 162 63.7 70.8 27.9 154.9 61 181.6 71.5

MT CT MUM

Boys (Age :sage 3-18)Age A

Sittingheight

cm in.

BSittingeye height

cm in.

CSole topophteus

cm in.

DBack buttocksto top of knee

cm in.

E

Sole totop of knee

cm in.

FSittingvent. reach

cm in.

Sittinghon.*. reach

cm in.

3 56.5 22.2 46 18.1 24 3.4 29.5 11.6 29.5 11.6 61.4 24.2 43 13

4 59 23.2 49 19.2 26 10.2 32 12.6 31.5 12.4 66.5 :)6.2 34.2 13.5

6 64.5 25.3 54 21.2 29.5 11.6 36.5 14.3 13.9 73.1 28.8 39.3 15.5_82a 69 5 27.3 58.5 23 32.5 12.8 41

. .16.1 34:1 32.3 43 17

10 74 5 29.3 63.5 25 36.5 13.9 45 17.7 43 16.9 87.1 34.3 46.9 18.5

12 78 5 30.9 68 26.7 38.5 15.1 49 19.2 46.5 18.3 9.4.9 37.4 49.5 19.5

14 85 33.4 74 29.1 42 16.5 54.5 21.4 51.5 20.2 102.6 40.4 54.6 21.5

16 89.5 35.2 78 30.7 45 17 58 22.8 55 21.6 109.7 43.2 58.4 23

18 90.5 35.6 79.5 31.3 46 18.1 59.5 23.4 56 22 113 44.6 59.6 23.5

Girls (Age range 3.18/Age A

Sittingheight

Cm.

In.. _

BSittingeye height

cm in.

CSole topophteus

cm in.

Db .ick buttocksto top of knee

cm-

in.

E

Sole totop of knee

cm in.

Sittingyen. reach

cm in.

aSittingharm. reach

cm in._

3 54.5 21.4 45 17.7 24 9.4 29.5 11.6 29 11.4 59.4 23.4 31.7 12.4

4 56.5 23 48.5 19.1 -1247 66 26 34.2

63 5 25 53.5 21 29 11.4 37 14.5 35.5 13.9 72.3 28.5 38.1 -715

69 27.1 59 23.2 32.5 12.7 42 16.5 39.5 15.5 81.5 32.1 43.2 17

74.5 29.3 64 25.2 35 3.7 46 18.1 43 16.9 87.1 34.3 46.9 18.5

12 /9.5 31.2 69 27.1 38 14.9 50.5 19.8 46.5_ . 18.3 e5.-;_ _ _ 37.7 50.8 .20

14 83.5 32.4 73 28.7 40.6 15.9 54 21.2 50 19.6 101 39.8 53.3 21

16 85 33.4 74 29.1 _ 41.5.

16.3 55 21.6 61 20 102.6 4014. 54.6 21.6

18 85 33.4 74 29.1 41.5 16.3 55 Z1.6 51 20 102.6 40.4 54.6

.

BEST CORY AVAILAILE____

Standard adult wheelchair dimensionsa Length 38% - 41% inches

98- 105.5 cm.

b Width when open 24 - 27% inches61 - 70.5 cm-

Width when collapsed 9% -12 inches24- 30.5 cm. _

c Height of seat from 19% - 20% inchesfloor 48 - 52 cm_

d Height of armrest 20 - 30 inchesfrom floor 71 - 76 cm

e Height of rear pusher 35 37% incheshandles from flow 89 - 95 cm

Plan

ka

Jurior elsea Length

--29 inches73.6 cm

b Width when open 18 -% inches47 cm

e Height of rear pusher 33 incheshandles from floor 84 cm

The average turning space required is 5 feet2 inches (157.5 cm).

5%2

157.5 cm

A minimum width of 5 feet 0 inches(152 cm) is required for two wt.eelr.J-. iirs topass each other.

-0-

152 cm

platform

min 1 '-0 1'4' L3050111

1

r. WI. 9 0 1

5 -0II, 152 cm

ii-otion fit titil.irtit' ttttl

MST COPY AVAILABLE6; t

Gradino a ground-level entranceaccessible.:..: iricividuals with physical

V

Walks should be at least 5 feet (152 cm)wide with a maximum gradient of one intwent9. It is very important that the gradientof walks and driveways be less than thatprvacribed for ramps, since the walks wouldlack handrails and would be considerablylonger. Walks of near maximum grade andconsiderable length should have level areasat intervals for purposes of rest and safety.

- Such walks should be of continuingcommon surface. not interrupted by steps orabrupt changes in level.

- The platform should extend at least1 foot (30.5 cm) beyond each side of thedoorway.

- Walks or driveways should have a non-slipsurface.

- Where walks cross a curb, the curb shouldbe cut and a ramp provided in the walk tomeet the road level at the curb.

ramp up InE

same levelcrossing on the

Plan of the walk

- Wherever walks cross other walks, drive-ways. or paik;ig lots, they should blend to acommon level.

A walk should have a level platformat an entrance, at least 5 feet by 5 feet(152 cm by 152 cm) if a door swings outonto the platform or toward the walk.

rf

5%0

152cm

BEST COPY AVAILABLE

! . ! 'I, .I.: . ..11:

__...........---'--.------

Different ways of cutting the curb to providefor ramp in the walk to meet the road level

Note: Where walks are ramped they shouldlead onto roads carrying the lesser amoimt ofvehicular traffic.

Walk connected by ramp to secondary street

BEST cOPY AVPJ' TM!

12.-03 66 m

1

Plan of a parking place

Ef;rtIC.Ef1C

;..;..,; sfA preferred maximum gradient of 1 :n 15 forgeneral purpose ramps is recommended.However, even the steepest ramp is moreeasily managed by wheelchair users than aflight of steps. If circumstances are such matonly a steep ramp may be incorporated, thenit is better to install a ramp with maximumgradient of 1 in 12, rather than no ramp at all,provided that steps are available for the use ofnon handicapped and ambulant disabledpeople.

Min I .6

46 cm

Parking LotsSpaces that are accessible and close to the

entrance-ways should be reserved andidentified for use by parsons with physicaldisabilities.

- Walks from parking spaces for non -ambulatory f. semi-ambulatory personsshould not located behind parked cars.

Parking places for disabled persons shouldbe 12 feet (3.66 m) wide, situated on levelground. and paved if possible.

A curb ramp leading to the sidewalk shouldbe in the immediate area.

- Ramps should have a nonslip surface.

- A minimum width for the ramps should be3 feet (91.5 cm).

A ramp should have handrails on at leastone sic:, and preferably on two sides, toassist those who can walk without crutches,but still need support.

A ramp should have a level platform at thetop that is at least 5 feet by 5 feet (152 cmby 152 cm) if a door swings out onto theplatform or toward the ramp.

max gradiet,t 1 12 (pfetfrably 1.15)

0 p t lt)mi of bottom

min 6 -01 83 m

max 30 09.15 m

mm 1 6I of continuous

46 C

Section of the ramp and platform

BEST COPY AVAILABLE

Plan of doorway with platform

ramp upor down

nun. 1 '4)30.5 cm

E

Ln

E

min. 1 -0

min. 3%0"

91.5 cm

The platform should extend at least 1 foot(30.5 cm) beyond ea.h side of the doorway.In special cases if the door opens inwards,the depth of the level area may be reduced to3 feet (91.5 cm) but extend 1 foot (30.5 cm)beyond each side of the doorway.

5.-0"

Turning ramps

min. 5*-0'

152 cm

- Ramps should have level platforms at 30-foot (9.16 m) intervals for the purpose of restand safety. The platform should be the samewidth as the ramp and at least 4 feet (122cm) long.

- Each ramp should have at least 6 feet (1 .83m) of level platform at the bottom.

- Ramps should have a level platform where-ever they turn.

5'41"1

44.

handrails on bothsides of steps

I BE COPY NOBLE

2 (5 cm) curb to the exposed sideof ramp and platform

- Exposed ramps should be protected fromsnow and ice accumulation. This can beaccomplished by providing a roof over theramps or by installing snow-melting devices.

- A curb should be provided to the exposedside of the ramp where the gradient exceeds1 in 20. Curbs should be 2 inches (5 cm) high.

- Care .,hould be taken to ensure that curbsprovided for wheelchair users do not presenta hazard for others.

LiRecommended

Stairs- The ratio of rise to run dimensions of stairsshould conform to the National BuildingCode of Canada and must be the same for allsteps in one staircase.

- Open riser staircases must be avoided.

- Steps with projecting noses are notrecommended.

- Single or double steps should never beused.

fr

Not recommended

MT COPY

- Steps less than 4 inches (10 cm) high arehazardous.

- Stairs should have at least one handrail andit should extend at least 18 inches (46 cm)beyond the top and bottom steps.

Note: Care should be taken that the extensionof the handrails is not in itself a hazard. Theextension may be made on the continuingwall.

The line of the nosing of the top step of astaircase should not be closer than 1 foot onplan to the point where an adjacent wallreturns.

- No door should open directly cn the top ofa staircase or swing so as to obstruct the topor bottom step.

- Surfaces must be non-slip. If carpeting isused, it must be secure:v fixed.

Note: Terrazzo stairs can be made nonslip byusing aluminum oxide abrasive as a finish;stairs of wood or steel may be covered withpremoulded treads or carpet material.

For general purposes and to allow for theambulant disabled, the stair rise should notexceed 6% inches (16.5 cm).The tread shouldnot be less than 103 inches (26.5 cm). Thisgives a maximum inclination of 35 degrees.

Maximum vertical rise of flight of stairs

AVAILABLE

t' -Q"'-0"30.5 cm

HPlan of the nosing of the top stepof a staircase

- The vertical rise of any flight of stairs shouldnot exceed 4 feet (1.22 m).

- A landing in the middle of the stair flightprovides a safe stopping and resting place.

When steps are exposed to the weather theyshould have risers of not more than 6%inches (16.5 cm), preferably 6 inches(15 cm). The treads should not be less than11 inches (28 cm). preferably 14% inches(37 cm).

E

_

cmn.1' -6

46 cm

kST COPY AVAILABLE

, h: 6,1 :.. ,,:,Handrails and balustrades must be securely

fixed.

A handrail should be provided at teat onno side of any staircase or ramp.

In some situations corridor handrails shouldbe provided on both sides to assist taose whocan walk without crutches but need a littlesupport.

A recommended height for children is 24 to28 inches (61 to 71 cm), depending on theage group: for adults, 30 incnes (76 cm).

Handrails should be continuous and shouldnot be broken at half landings or where win-dows are situated over staircases.

- Handrails should be easy to grip and shouldnot exceed 1Y: inches (37 mm) in diameterfor children and 134 inches (44 mm) for adults.

There should be at least 1 inches (37 mm)of free space between the handrail and thewall.

- Brackets should be fixed to the undersideof rails.

Rough-textured finishes to wall surfacesbehind handrails should be avoided.

Handrail extension at ends of ramp

Section of a handrail

It is recommended that the interior handrailbe smoothly finished hardwood; where metalhandrails are used they should be coveredwith a thermoplastic material.

Handrails should extend at least 1 foot 6inches (46 cm) at each end of any ramp.

Where a ramp is above the level of theground storey of a building a balustrade.parapet, or railing not less than 3 feet 6 inches(107 cm) high should be provided. and thehandrail should be fixed to it al the properheight.

min.1*-6"

46 cm

BEST COPT MAME

t .it t -I 'In buildings utilised by individuals who arehandicapped an elevator 's the only efficientmoans of vertical transportation.

Elevators should he provided in buildings ofmore than one storey

For large wheelchairs the area inside theelevator should not be less than 25 squarefeet (2.33 square metres).

Push buttons low enough so that they canbe reached easily by a person in a wheelchair,and a prominent 'hold- button. are important.In case of emergency, elevators should alsobe equipped with a telephone or two-waycommunication system that can he easilyreached from a wheelchair,

Handrails should be provided on threewalls of the elevator, or on two if there is arear door.

0

handrail on threesides of the elevator

min. area 25 sq. ft.(2.33 sq. m)

.. . ...

min. 6'-3"/1.9m

serr- aeveaatngmax. tolerance 1.'s" (6 mm)

waiting area

Elevator interior

Elevator -section

-4.

ao

2E

Elevator plan

Elevators should be automatically selflevelling and should stop precisely at floorlevel with a maximum tolerance of 'A inch(6 mm).

- The elevator waiting area should have anunobstructed space in front of the elevatordoor of not less than 6 feet 3 inches (1.9 m)deep.

- Mats or gratings should not be placed im-mediately in front o' elevator doors.

- A durable material is recommended for theinside elevator walls to prevent damage bythe wheelchairs.

- Elevator doors should have a minimum clearopening of 2 feet 8 inches (81 cm).

- Automatic elevators should have delayed-action doors.

Note: When an elevator is impractical, aspecial stair lift is available that can be fixedto the existing staircase.

far .111( WI

- At least one entrance to each buildingshould allow access to persons in wheel-chairs.

- A canopy of at least 3 feet (91.5 cm) shouldbe pr'jvided over the wheelchair users'entrance.

- When the main entrance is not usable bypersons in wheelchairs, a sign should beinstalled in front of the building indicating thelocation of such an entrance at the groundlevel.

- External and internal door mats should berecessed to lie flush with the adjacent floorsurface.

Frontal approach

- When a ramp gives a frontal approach, theplatform should be a minimum of 4 feet(1.22 m) deep; where a ramp gives a lateralapproach, the platform should be at least 5feet (1.52 m) deep.

1)..?? ono tioof waysCareful attention should be given to theplacement and specification of doors.

- Doorways should have a clear opening(free of protruding hardware) of at least 2feet 6 inches (76 cm) when the door is open.

The door should be at least 2 feet 8 inches(81 cm) wide.

Note: Two -leaf doors are not suitable forpersons who are physically handicapped un-less they operate by a single effort, or unlessone of the halves is a minimum of 2 feet 8inches (81 cm) wide.

Standard doorway

Lateral approach

- Doors opening into corridors should berecessed to avoid accident hazard.

- Where convenient positioning is possible,side-hung doors are preferable to slidingdoors.

- Manually operated sliding doors should beinstalled only in situations where a side-hungdoor would hinder movement, for exampleinside a washroom or for closets and cabinets.

Windows- Large windows should be carefully planned.particularly where they are glazed to a lowlevel.

- In many areas it is important that windowsills be sufficiently low to provide convenientvision. In some cases high window sills willbe required for privacy.

- The hazard of an in-swinging window maybe lessened by the provision of a deep sillor shelf.

- For safety reasons, no opening part of anupper-level window should be less than 2feet 9 inches (84 cm) above floor level.

BEST COPY AVAILABLE

Floors on a given storey should be at thesame level throughout the building or con-nected by a ramp. (See ramp specifications.)This condition cannot always be achieved inan auditorium. In such cases a part of theseating should be removed to make spaceavailable for wheelchairs where the floor islevel.

- At entrances intended for use by personswho are handicapped, the floor inside andoutside a doorway should be level. This levelarea should extend at least 1 foot (30.5 cm)beyond the latch edge of the doorway, 5 feet(1.52 m) in the direction that the door swingsand 3 feet (91.5 cm) in the opposite direction.

In schools where physically handicappedstudents are likely to attend, special protec-tion will be necessary.

- Different wall finishes may be providedabove and below dada level, so that the lowerarea, which is liable to rough treatment fromwheelchairs, may be renewed independentlyof the rest of tht: wall.

- Wall finishes should allow for easy cleaningand maintenance. Materials should be resis-tant to marks and be easy to repair whendamaged.

- Colours for interior walls should be con-sidered very carefully. Sometimes too stronga colour may be irritating to hyperactive per-sons. but strong colours may be useful whenused with discretion to emphasize obstruc-tions or hazards such as ramps, radiators, orexposed beams.

Note: In areas where wheelchairs will becommonly used, a buffer baseboard shouldproject from the wall 4 inches (10 cm) with aminimum height of 6 inches (15 cm) ahovefloor level. This buffer baseboard serves toprotect the hands from being scraped be-tween the wall and the wheel of the chair.

For persons who are physically handicapped.the floor surface can present a seriousproblem.

- All floor surfaces used should be of thenon-slip variety. Slippery surfaces are partic-ularly hazardous to ambulatory handicapped,especially crutch users.

- Floors that look slippery (although theymay have non-slip characteristics) shouldalto be avoided.

- Floors should be durable, but resilient, andthey should be attractive and easy to clean.Carpeting should be provided for some sec-tions of Junior Kindergarten and Kindergartenrooms. In washrooms, lobby areas and otherareas where water is used, waterproof materi-als are more practical. if wax has to beapplied, it should be used sparingly. Floordrains are helpful in washrooms, so thatfloors can be more easily cleaned and waterdamage minimized in case of overflows.

Washy ()methIn washrooms sufficient space should beprovided for the passage of wheelchairs.

- There should be one men's and one wom-en's washroom on each floor, each of whichshould have at least one toilet compartment 4feet 6 inches (1.37 m) wide and at least 5feet (1.52 m) deep. The door (where doorsare used) should be 2 feet 8 inches (81 cm)wide and must swing outward, preferablyagainst a side wall.

Note: The door lock should be operable fromthe outside in case of emergency.

Individual Toilet Compartment- The toilet fixture should be located 1 foot 6inches (46 cm) from the centre of the fixtureto the side wall.

- A wall-morinted toilet with a narrow under-structure that recedes sharply is most desir-able. Height and size of the seat should beplanned according to the users' age group.Special toilet fixtures and seats are availablefor Junior Kindergarten children.

A

graft bar

1 1

Hushing handle

1/

INEST COPY AVAILABLE

finished floor

4'\

coEw

Toilet elevation

t

The compartment for the handicappedpersons should include grab bars. Theyshould be fixed securely on the side wall andon the back wall. The bars should be at least2 feet (61 cm) long, and 1 inch or 1% inch(25 mm or 31 mm) in diameter with a 1'4inch (37 mm) minimum between the bar andwall. The bar on the rear wall should be plac-ed on the centre line of the toilet and fixed atapproximately 11 inches (28 cm) (for children- depending on the age group - slightlylower) above the toilet seat. The bar on theside wall should be installed at a 50 degreeangle to the floor. (See diagram)

Note: By combining two standard toilet com-partments into one, by removing the commonpartition and installing a door 2 feet 8 inches(81 cm) wide and bdding grab bars, it ispossible to convert existing compartments tomeet the needs of the handicapped. If thegrab bars have to be installed to the rear ofthe toilet for a specific disability, tank typetoilets cannot be used.

- A change table with a plastic-covered matis essential to meet the needs of childrenwith uncontrolled bowel and bladder.

grab bars

18"46 cm

2"5 cm

remove partition

1.52 m 1.83 m

Plan of the individual toilet compartment

remove one w.c.

Combining two standard toilet compartmentsinto one for use of a person in a wheelchair

install trappreferably to therear of basin

BEST COPY AVIRCABLE

Wash Basins4 wash basin should be wall- mounted.

without legs or pedestal, to permit easyapproach by chairbound persons.

Ww3h basins should have a clearance of 2feet 2 inches (66 cm) under the apron andbowl to a point at least 10 inches (25.5 cm)from the front of the fixture.

Basin installation

Basin heights should vary to accommodatedifferent types and ages r handicappedpersons.

Single lever faucet handles are preferred.

Note: It is important that drain pipes and hotwater pipes under wash basins be covered orinsulated so that chairbound persons withoutsensation will not burn their legs.

Urinals- Urinals may be wall-mounted at the properheight. or floor-mounted.

- Floor under crnnals should be level with themain floor of tne washrooms.

Grab bars may be required depending onthe type of handicapped persons using thefacility.

Accessories- Low mirrors and shelves should be pro-vided for wheelchair users as well as standardheights for the ambulatory.

- Washrooms should have an appropriatenumber of towel racks, towel dispensers, dis-posal units, toilet paper dispensers, electrichand dryers, and soap dispensers withinreach of wheelchair users.

- Exhaust fans with multiple vent-speedshould be installed in areas where bowel andbladder cases will be changed.

VVLiter f-ontotiri- Water fountains should be placed in appro-priate areas and provided with up-frontspouts and with dual hand and foot control.

- The recommended height for water foun-tains for elementary schools is 26 inches(66 cm) above floor level; for secondaryschools, 30 inches (76 cm).

Note: Fully recessed water fountains are notaccessible to wheelchair users.

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Standard telephone booths are generally con-venient for ambulant disabled people, but areinaccessible to chairbound persons. Wherepublic telephones are provided other than inbooths, allowance should be made for indi-viduals confined to wheelchairs.

INANNI111MINIMINI1111Wi1

Telephone booth-section

6.-7" 111111 111

officialtelephone guides

1 folding seat

Telephone booth plan

For both the non-handicapped and thewheelchair users, it will be more convenientto locate the telephone receiver and coin slotexactly 4 feet (1.22 m) above floor level.The telephone directory shelf should be pro-vided at approximately 2 feet 8 inches (81 cm)above floor level to provide ample leg roomand wheelchair clearance.

C.ifiiter lasCafeterias should be designed in such away as to allow passage of wheelchairsthrough the fooc service lanes and betweentables. Food display racks and cutlery shouldbe visible and within easy reach of a personin a wheelchair.

LockersIn regular schools, standard lockers are quitesatisfactory for the use of students who arephysically handicapped. Combination lockersare impractical for this purpose.

CloakroomsThe width should permit easy turning of awheelchair. Mirror modifications may bemade to meet the particular needs of theindividual student.

hi a izteci.sEvery effort should be made to eliminatehazards for those persons with physicaldisabilities.

Access panels or manholes in floors or walkareas can be hazardous. They should beexactly level with the floor surface and shouldbe well protected when opened.

- Door closers, signs, and fixtures that pro-trude into regular corridors or traffic waysshould be avoided or mounted at least 6 feet6 inches (1.98 m) above the floor.

- In learning areas where fixed furniture isinstalled and particularly where a fire hazardexists, special consideration must be given tohe rapid evacuation of persons who arept.ysically handicapped.

Additional Criteria forSpecial Schools

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Schools designed specif ;wily for childrenwho are physically handicapped and class-rooms attached to crippled children's treat-ment centres require more specialised facili-ties. Classrooms located in treatment centresfor handicapped children provide educationfor those children admitted to the centres formedical treatment. It would to impractical forchildren or youth requiring intensive special-ised medical treatment to attend regularschools, hence the need for classroomslocated in the treatment centres. Educationalprogramming in treatment centre schools isprovided by qualified teachers. usually with aspecial education backgrouno.

Site

As with all buildings, a major considerationwhen planning specialised educational facili-ties should be the selection of the site.

Size and ShapeThe size of the site will deperd upon theplanned activities. but future expansionshould be kept in mind. Specifications for thesize of the lot should take into consideration

Since mc3t medical gains are made duringearly childhood, the centres tend to concen-trate on the pre-school and elementaryschool -aged child. In addition. some olderstudents up to the age of 19 are admitted.The school programs in the centres must havea very wide range to assist students who haveneurological impairment, autism, emotionalexceptionalities, visual handicaps, auditoryhandicaps. mental retardation, speech dis-orders, and other forms of exceptionality thatinterfere with learning, in addition to thephysical disability,

such matters as parking, service areas, out-door therapy. recreation. and bussing re-quirements. Odd-shaped lots are not usuallypractical because some of the area may notbe usable.

expansion

Provision for expansion

,e ,

it is important that the site ire centrally lo-cated to reduce transportation osts andincrease the number of children served effi-ciently. A location close to other schools,hospitals, and diversified community re-sources is advantageous.

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A location near wloke, noise, dur ips. dirt.odours, ralroaa .. airports, heavy industry, orfire hazards shou:i l be avoided.

T ()pow aphyA level site presents fewer planning problems,but the sloping site in combination with levelareas may help in providing grade-level en-trances at each floor, when the building is ofmore than one storey. Small hills, eithernatural or artificial, provide an area for recrea-!ion and outdoor training.

Grade-level entrance at each floor

e

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The presence of trees and other plants on thesite creates a pleasing environment for recre-ation. instruction and relaxation. An area setaside where the children can grow flowersand vegetables is useful.

The site should Lye access to electricity.water, telephone service. sanitary sewers.storm sewers, street lighting and modern fireprotection.

Play is essential for physical. as well as mental, social and emotional, development. Forphysically handicapped children, as for nor-mal children, the play environment should;resent a series of challenges to be masteredgradually. The needs and interests of thechildren should be met not only by indoorplay activities, but also by outdoor playexperiences, to increase their learning andphysical development.

The playground should be planned by a teamcomposed of therapists, recreational staff,and educators. It should be protected andwell supervised.

Depending on the activities, the various areaswill have a variety of surfaces that will haremonize with the location and the play ec.iip-ment to be used. Soft surfaces like grass Orshredded wood may be used for some typesof ball games, and under climbing equipmentand swings to cushion falls. Hard but resili-ent surfaces are used for walking, for wheeledtoys. and for equipment that can be pulled orpushed. Ramps and paths leading directlyfrom the classroom areas should be providedwith a hard surface for the use of children inwheelchairs. Sand and water are sources ofgreat enjoyment to many children. A raisedportable waterplay tub, and a portable sand-box that can be wheeled about and used forindoor or outdoor play, could be included inthe hard-surfaced area.

A raised soil area is ideal for gardening. Agarden area should be separated and pro-tected from the play area.

During hot, rainy or snowy days a largecovered area is useful.

Wading pools, fish ponds and fountains musthave special protection to control wheelchairentry.

An important function of the playgroundshould be to create the awareness of nature,trees, shrubs, and flowers. Seats such asbenches, logs, chairs, boxes, etc., could beprovided under the trees for storytelling,drama, singing, and outdoor classes.

Bicycle paths and areas for circulation shouldbe clearly defined.A small artificial hill adds to the variety ofphysical activities.

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Equipment for the playgroundSuitable equipment should be selected forchildren who are physically handicapped. Itshould be challenging and stimulate childrento action involv.ng the usable parts of theirbodies climbing, pushing, pulling, swing-ing, crawling and rolling. It is of great impor-tance that the equipment serving the childrenbe constructed of durable materials. Theyhave to feel secure while using it.

Storage space for equipment and toys isnecessary. All equipment and installationsmust meet the hicilest nossible safety stan-dards to protect the handicapped users.Equipment should also have an eye appealfor youngsters. Primary colours provide fresh-ness to a play area and contrast well with the

buildings and Ow. green of the grass, trees,and shrubs.

A playhouse with a store. puppet stage, anddoll centre is popular with these children.

An outdoor area where the children can beassembled to watch plays, view films, or havea barbecue, should be considered. This areacould face a back wall of the building. Electri-cal outlets, lights, and the place where the firecould be built may be planned. If shade treesare not present, they should be planted assoon as the area is designated.

It is very important that the supervisingteacher recognize each individual's disabili-ties and select the equipment most suitable.

.Raised sandbox

--4

Multi-storey building serviced by elevatorand /or ramps

Raised garden

Builchng

One of the major problems in planning facili-ties for students who are disabled is presentedby transportation within the building. For thatreason, a single-level building is preferable.Where area is limited a multi-storey buildingserviced by an elevator and/or ramps is quitesatisfactory.

One-storey building

BEST COPY AVAILABLEPLOIntilli *WW1' inr F:fratit ietiWhen the building is designed for adults aswell as children. it should be planned in sucha way that the children can he separated fromintuits for part of the program.

Diagram of a building designed for adultsand children

It is important that speech and hearing roomsbe located in a quiet area of the building,preferably away from corridors that carryheavy traffic. To minimize the traffic it is de-sirable to locate classrooms in an area closeto the main bus entrance. The physiotherapyand occupational therapy rooms should belocated next to the classrooms for efficientinternal movement. Since the outdoors willhe used a great deal for educational purposes,It is desirable that classrooms should haveoutside doors that lead to the playground.

The students' entrance to the school shouldbe covered and provided with ample spacefor loading and unloading busses, taxis andcars. Automatic opening doors at this en-trance a:e essential.

A wheelchair storage area should be locatedimmediately next to this entrance. A largefolding door will keep the area nest when notin use.

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wheelchairstorage

side-hung door automatic doors

Entrance-plan

- The most suitable automatic door for dis-abled people is the sliding door operated by acontact mat. Doors are held open for as longas the area to either side is occupied. Matsmust be sensitive to pressure exerted unevenly, as by crutch users. Doors operated byelectric eyes and switches may also be used.

Entrance- side view

Where automatic opening doors are in-stalled there should also be a side-hung doorin case of power failure.

Note: When automatic doors are not used, anauxiliary handle may be located on the pushside, 7 inches (18 cm) from the hinged edgeof the door, so the door may be closed by aperson in a wheelchair. Lever type doorhandles are preferred to knobs, so that theycan be opened easily by students whose gripis impaired.

30

7"1

18cm

auxiliaryhandle

faE kick plateto

27

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ih

ti

IT COPY AV/ VIABLE- In schools for handicapped students it isadvisable to protect the doors against wheel-chair damage.

- A kick plate should be provided to a mini-mum height of 18 inches (46 cm) above thefloor level.

- Doors faced both sides with durablematerial are recommended.

- Fully glazed doors should be shatter-proof.

- Internal smoke and fire doors in main hall-ways should be connected to the fire alarmsystem. This matter should be discussed withthe local fire marshal.

For those who are physically handicapped,corridors should ideally have a minimumwidth of 8 feet (2.44 m) increasing to 12 feet(3.66 m), depending upon the sire of thebuilding and the amount of traffic, to permitfree flow of traffic for persons using wheel-chairs, crutches and walkers.

30%0"

170 cm

Minimum space needed for Kr turn

3/31

- Side walls in corridors should be equippedwith handrails.

- Protruding corners should be protectedfrom wheelchair damage by metal corners 3feet (91.5 cm) from the floor.

5`-0"152 cm

Minimum width to pass

Into r:

una-

N.

Minimum space needed for 180° turn-around.one wheel as the fixed pivoting point

01,,,..rA teachers' preparation room is required toprovide a working and meeting area for theteachers and classroom volunteers.

Reading carrel --section

Media CentreThe media centre should contain all the fea-tures of a standard school media centre, butshelving heights should not exceed the armreach of students in wheelchairs. Readingtables and carrels should be adjustable fordifferent wheelchair heights.

Common Stiff f RoomThe establishment of one common staff roomwill encourage the unity of the variousdisciplines.

General Pm post! RoomThis room could serve as a gym, recreationarea, rest area, lunchroom, assembly area, andentertainment space for the students as wellas a meeting place for parents and staff.

The stage should be alcessible for wheelchairusers.

Basketball backboards should be made ad-justable for the use of young wheelchairstudents as well as the non-handicapped.

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voitintooi s' R(,(111,If a large number of volunteers take part inthe program, it may be necessary to provide avolunteers' room with lockers, washroomfacilities, work tables. and a sitting area.

Reading carrel -elevation

Swimming PoolMost children who are physically handi-capped benefit from the use of a pool. If anindoor pool is considered, the size recom-mended would be approximately 20 by 40feet (6.1 m by 12.2 m). Part of the poolshould be designed for very young childrenand should not exceed 2 feet (61 cm) indepth. The depth suitable for older students is4 feet (1.22 m). A ramp, equipped with ahandrail, leading to the pool, is essential. Ahandrail around the water line of the pool isalso necessary to provide independent sup-port for the handicapped. Planning the swim-ming pool in close proximity to the generalpurpose room gives the advantage of usingthe same shower and change rooms.

Note: In existing school pools, a speciallifting device can be installed economically toaccommodate the physically handicapped.

BEST COPY AVIOLIBLE,It,t1;, It K if.dir clot tit% .ttzef K ItIdefr.q.erSize and Arrangement of AreasThe Junior Kindergarten and Kindergartenshould be planned for a maximum of 10 to 12children and located close to the playground.

The decisive factors regarding the size of theroom are:- the number of children and the number inwheelchairs, beds, and striker frames;

- the amount of space required for their freemovement:

- storage area for larger equipment, toys andrest mats, adjacent to the activity area;

- the coat-change area, which should beplaced in the classroom. Movable coat racksprovide more flexibility than the fixed coat-hooks. In addition, storage bins should beprovided for each child.

outdoor play area

outdoor storage

storage

(Kindergarten room

observationwindow

to classrooms, transportation, therapy facilities, andother services

Toilet facilities should be placed in theKindergarten and near the outdoor play area.Wash basins and toilets should he scaled tothe age level.

Ample cupboards and containers in the wash-room are required to store soiled diapers,clean clothing, etc. A table or large fold-downshell is required for changing the children. Amultiple-speed exhaust fan is essential in thisroom. Laundry facilities would be very usefulnear the washroom area.

Doll centres. wet areas, music centres, furni-ture, sand tables, water tables, easels, soouldall be in scale with the children.

A piano and record player are important itemsfor the kindergarten music centres.

Water play is one of the basic activities inprograms for young children. Sinks designedfor two different wheelchair heights withrecessed plumbing and controlled waterpressure are essential for that age grolip.

One or two cubicles, equipped with a smalltable, chair and mirror, would be useful inassisting children with speech and hearingproblems. The same cubicles could be usedto develop eating skilis.

When space permits, a separate rest area maybe very helpful. Small plasticized mats areusually more efficient than cots. This areashould be placed next to the Kindergartenand washroom.

The Observation RoomThe observation room is planned for severalreasons.

- To enable research investigators to observeand record the behaviour of children.

- To allow visiting professionals to observethe facility and the program without disturb-ing the activities of the children and teachers.

- To give parents a chance to make judg-ments on their children's work in comparisonwith other pupils, to see the methodology ofthe teacher in attempting to achieve the maxi-mum responses from their children, and toobserve their children at play.

Ele(NI

to

141e observatton room should be equippedwith a writing surface. one-way observationwindow, communication system, and somechairs.

A small signal light should be provided toindicate to the classroom teacher when theobservation room is in use.

V1/th k TablesA group work table is required in each room.Shapes such as circular, rectangular, ormulti-sided can be used for socializing activi-ties. The group table can a!so be made byputting several individual tables of similarshape together.

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Some children in wheelchairs require a cut-out section, which allows a child with weakmusculature a convenient resting place for hisarms while working. The cut-out encircles thechild's waist, thus decreasing the possibilityof items falling from the table. The dimen-sions of the cut-outs should vary from 9inches to 12 inches (23 cm to 30.5 cm). Theheight of the tables should be adjustable.Heavy tables are more easily moved oncasters with individual locks.

9"-12-r 23 -30.5 cm

Table with cut-out section --plan

36"91 cm

C

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adjustable legs

Table with cut-out section elevation

Sand and Water TablesThe tables for sand and water play may havefeatures similar to the work table. They shouldbe available to children in wheelchairs, chil-dren who use conventional chairs, and chil-dren who work from a standing position. Thetable is more useful if designed for more thanone child. It has to be wide enough to allowfor a cut-out at each end and long enough togive freedom for each child to work inde-pendently. The table has to be deep enoughto contain a sufficient amount of sand orwater to prevent spillage. A table designedfor kneeling children may also be appropriate.A sand table should be lined with some dur-able and waterproof material and be equippedwith locking casters.

The Art EaselConventional easels usually have baseswhich are too narrow and the angle of thepainting surface is fixed. For disabled chil-dren an easel has to be much more flexible.Movement on the vertical axis has to be ad-justable to make the surface available foryoung children, who paint in standing posi-tion or sitting in their wheelchairs.

The best range for rotation would be from thevertical to 45 degrees. The paint trays shouldbe adjustable to any height convenient to theworking child and should be attached acrossthe front of the easel. It is important that thepainting surface be made of tackboard mate-rial, so that the paper can be firmly attachedwith thumb tacks.

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the usual number of desks, chairs, tables,etc.Size

The classroom should be planned for approxi-mately 6 to 12 students. The teacher shouldnot be required to teach more than that num-ber, because of the extra assisthnce neededby students who are physically handicapped.Planning the size of the classroom dependson certain factors:

age range of the group;

- severity of the physical disability;

- number of ancillary personnel available:

the possible number of wheelchairs. bedsor striker frames to be accommodated;

- specialised equipment required;

\ A

One hundred square feet of space is recom-mended for each child.

Special Features and EquipmentChalkboards should be placed as low as 24inches (61 cm) above the floor level to servechildren in wheelchairs. Chalkboards with arailing may be helpful to provide support tosome students. For students who have diffi-culty using a wall chalkboard, various typesof portable chalkboards may be used Whenplanning for the physically handicapped,work surfaces should be adjusted in heightfor user's size; bookshelves and storage cabi-nets should also be at lower levels for inde-pendent use.

outdoor piny area

( outdoor storage

\,

storage

observationwindow

to other classrooms, transportation, therapy facilities,and other services

L"'

Some carrels with partitions that can befolded to the wall are convenient and con-serve space when not in use. A ball castershould be used under the moving corner toprovide support and prevent floor marking.

Running water is a required feature in altclassrooms. The sink may project into theroom to be accessible from three sides andshould have knee space underneath to permitthe students in wheelchairs to use the tapsindependently. Counters surrounding thesink should be 24 to 30 inches (61 to 76 cm)in height and covered with plastic laminate.

One of the classroom walls may be coveredwith tackboard material for display purposes.

Extra-wide window sills, finished with adurable surface, will provide an addedteaching space for scientific experiments.plant growing, aquaria etc.

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4'.0"122 cm

Carrel with a folding partition

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Adjustable classroom desk

Adjustable classroom desk

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An intercom or a telephone is essential ineach room for emergencies, which are usuallymore common with these students.

Since electric typewriters are commonly usedby the physically handicapped, it is necessaryto provide a large number of electrical outlets.Floor outlets with flush protective caps, over-head outlets and /or baseboard strip outlets,can provide flexibility of arrangement.

Each classroom should be equipped with anoutdoor exit, for fire safety and to extend thelearning environment beyond the classroom.Part of the outdoor area may be used forgrowing vegetables and floweis. Some of theplanting beds may be raised to permit thechild to work conveniently from the wheel-chair.

Toilet facilities for the primary grades shouldbe located in or next to the classroom foreasier supervison and assistance. A perma-nent fold-down change table is requiredwhere there are children with bowel andbladder problems. Separate washrooms forgirls and boys are required for older students.

Physical EnvironmentLightingThe usual lighting for schools, in sufficientquantity and of good quality, is required. Theillumination should not cause glare or shad-ow. Students with impaired vision will re-quire some additional lighting.

TemperatureStudents who have limited mobility require ahigher temperature than more physicallyactive students. Special consideration mustbe given to the floor. It should be draught-free. Heated floors are desirable in rooms foryounger children, because of the great num-ber of floor activities that take place at thisage level.

References

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Architectural Facilities for the Disabled.Netherlands Society for Rehabilitation. Theiague, The Netherlands. 1973.

British School Population DimensionalSurvey, 1971. Department of Education andScience Building Bulletin 46. London: HerMajesty's Stationery Office, 1972.

Building Standards for the Handicapped.Supplement No. 5 to the National BuildingCode of Canada, 1970.

Creative Outdoor Play Areas. Peggy L. Miller,Michigan Department of Education. Engle-wood Cliffs. N.J.: Prentice Hall. Inc..1072.

Design for Play. Richard Dattner. New York:Van Nostrand Reinhold. 1969.

The Design of a Pre-School "LearningLaboratory- in a Rehabilitation Center.Ronnie Gordon, Institute of RehabilitationMedicine, New York University MedicalCenter, 1969.

Designing for the Disabled. Selwyn andGoldsmith. Second edition. London: RoyalInstitute of British Architects, 1967.

"Furniture and Equipment Dimensions". FromFurther and Higher Education: f8 -25 AgeGroup. Department of Education and Science.Building Bulletin 44. London: Her Majesty'sStationery Office, 1970.

Making Buildings and Facilities Accessible toand Usable by the Physically Handicapped.American Standards Association Specifica-tion A 117.1 -1961.

Making Facilities Accessible to the PhysicallyHandicapped. Performance Criteria. StateUniversity of New York, St3te UniversityConstruction Fund, Albany, N.Y.: 1967.

Planning and Operating Facilities for CrippledChildren. W. B. Schoenbohm. Springfield, III.:Charles C. Thomas, 1962.

Planning Buildings for Handicapped Children.Ivan Nellist. Springfield, Ill.: Charles C.Thomas. 1970.

Rehabilitation Center P /inning: An Archi-tectural Guide. F. Cuthbert Salmon andChristine F. Salmon. Pennsylvania StateUniversity Press.

Selected Rehabilitation Facilities in theUnited States: An Architect's Analysis.Thomas K. Fitzpatrick. Washington, D.C.:U.S. Department of Health. Education andWelfare, Social and Rehabilitation Service,Rehabilitation Services Administration, 1971.

Standing and Reaching: School FurnitureDimensions. Department of Education andScience Building Bulletin 38. London: HerMajesty's Stationery Office, 1967.