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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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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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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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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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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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ACCESSIBLE SCHOOL FACILITIES:
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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ACCESSIBLE SCHOOL FACILITIES:
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
r
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
r
r
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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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Accessible School Facilities: A Resource for Planning
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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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Accessible School Facilities: A Resource for Planning
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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