Universal Design
May 1, 1999 12:00 PM, James Rydeen
Planners also should consider spaces and furnishings that are adaptable for wheelchairs to maneuver into each room and up to the furniture; floor-to-ceiling chalkboard and tackboard to accommodate students on the floors, in wheelchairs, or upright; special subdued lighting to accommodate children who are lying on the floor; and mechanical heating, ventilation and air-conditioning systems that are designed for more individual room control.
In 1998, the U.S. Architectural and Transportation Board Barriers Compliance Board (Access Board) published guidelines for accessibility for building elements used by children. The Department of Justice is now completing its review of the final guidelines for adoption as enforceable standards under Titles II and III of the ADA.
These standards generally will impact the design of elementary schools, early-childhood centers and middle schools, since the preliminary indication is that the standards will apply to children 12 years and younger. The proposed guidelines contain alternate specifications based on children's dimensions and anthropometrics for drinking fountains, water closets, toilet stalls, lavatories, sinks, and fixed or built-in seating and tables. Also, they may include standards for the acoustical performance of classrooms because of recent information regarding classroom listening conditions.
Their research shows an increase in temporary and permanent hearing loss among children, and that learning problems are being caused by excessive classroom noise and reverberation. The new standards also could apply to some degree to junior- and senior-high schools if these buildings contain a component for use by children 12 years and younger, such as an early-childhood center for the children of teenage mothers who are completing their high-school education.
As of March 3, 1999, the U.S. Supreme Court ruled that students with disabilities who require special care during the school day are entitled to that care at public expense, as long as the services can be provided by someone other than a doctor. Consequently, integrating students with varying degrees of physical and mental disabilities into the regular classroom can be a positive and beneficial experience for both the special-education students and their nondisabled peers.
The first floor of the new Prairie Children Pre-School Center, Community Unit School District 204, Naperville, Ill., contains a pre-school for 360 students, and the second floor contains the administrative offices for the school district. The center represents a unique model for a pre-school operated by a public school district.
Federal and state laws mandate a free education for students with disabilities starting at age 3. This pre-school center is unique in that it is open for all eligible children in the community who desire to attend, except that non-disabled children must pay a tuition, just as if they were attending a private pre-school. The advantage for the children attending this school is that they are being taught by licensed and certified teachers. Also, the pre-school is staffed with qualified occupational therapy and physical therapy teachers, as well as a speech pathologist.
The goal is to have 15 students per classroom, five students with disabilities and 10 students without disabilities. Research has shown that the student with disabilities learns best with his age-appropriate, non-disabled peers. The school contains 24 classrooms with at least three adults in each classroom.
Karen Sullivan, early-childhood supervisor, was involved in the programming and design phases. Three issues created compromises: a small site, budget and the priority given to maximizing the number of classrooms. As a result, compromises were made in the building that would not have been desirable under ideal conditions: a larger multipurpose room; several small-group rooms to assist individualized instruction; an indoor-growth motor room to allow children to exercise inside during inclement weather; a staff lounge; and bigger playgrounds-outdoor learning areas.
"The building serves our needs and provides a user-friendly environment. Since I was involved in the early planning and design process, I understand the limitations of the tight site and budget restrictions," says Sullivan. "We had to make compromises because of the small site and the need to maximize the total number of classrooms. The classrooms are very adequate in size because separate teacher offices were provided adjacent to the classroom."
Sometimes, though, being ADA compliant is not always in the best interest of all students. While the sinks at the pre-school are ADA-compliant to provide wheelchair access, they are too high for the pre-schoolers. The school had to buy stools for all students to use the sinks, which creates a problem for all students-with or without disabilities.
The design of the new 326,000-square-foot Maple Grove Senior High School, Independent School District 279, Maple Grove, Minn., provides a unique concept for accommodating students with disabilities. Pedestrian access to the three-story building is from two levels because of the sloping site. The front entry provides easy access to the middle floor, and the lower level is accessed from the side and rear of the building.
The school was designed with unique, user-friendly concepts. The middle level is accessed from the front entry, and virtually all academic spaces and support services are available without using the elevator. The building design responds to the interdisciplinary, integrated thematic curriculum. Each floor of the three-story classroom wing contains four flexible family units with wide entries for easy access. Each unit is an integrated interdisciplinary house with four classrooms for English, math, social studies and a flexible team-learning area. Also, each floor contains science, art, tech-ed modules, special needs and a locker commons.
The middle level also contains the media center, auditorium, vocational education, music, home economics, special services, and administration. A student with disabilities can be serviced easily for all of his or her needs on the middle level, except for food service and physical education. The elevator is centrally located.
