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BUILDINGBULLETIN77


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BUILDING BULLETIN 77

Designing for Pupils wi th Special Educational Needs and

Disabilities in Schools

Revised and updated 2005

department for

education and skil lscreating opportunity, releasing potential, achieving excellence


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The education of children with special educational needs is a key challenge for thenation. It is vital to the creation of a fully inclusive society in which all members seethemselves as valued for the contribution they make. We owe children – whatevertheir particular needs and circumstances – the opportunity to develop to their fullpotential, to contribute economically, and to play a full part as active citizens.

David Blunkett, Secretary of State for Education and Employment, Meeting SpecialEducational Needs: A Programme of Action, DfEE, 1998.

Inclusive design:

• places people at the heart of the design process

• acknowledges human diversity and difference

• offers choice where a single design solution cannot accommodate all users;• provides for flexibility in use

• aims to provide buildings and environments that are convenient, equitableand enjoyable to use by every one, regardless of ability, age and gender

Centre for Accessible Environments (CAE), 2004.


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Audience

This guidance is relevant for all local education authorities, diocesan boards ofeducation, school governing bodies, non-maintained schools, charities or charitabletrusts and independent schools.

This information is written mainly for providers, education advisers, architects,designers and building contractors on school–building projects. It may also be ofassistance to head teachers and their staff.

Scope

This building bulletin supersedes the previous edition of Building Bulletin 77:Designing for pupils with special educational needs, Special Schools. It sets outguidance which applies to all schools in England where there are likely to be pupilswho have special educational needs and disabilities. It provides information for those

involved in building new school accommodation, or adapting, modifying and/orextending existing premises. Its audience includes:

• all local community schools with or without specialist facilities or withadditionally resourced provision (LEA-maintained or voluntary-aided)

• independent schools and academies (state-funded independent schools)

• non-maintained schools, charities or charitable trusts which provide education

• all special schools, day or residential, co-located or stand-alone communityspecial schools, (LEA-maintained or voluntary-aided), as well as non-maintained schools run by charities or charitable trusts and independentspecial schools

This guidance may also be relevant for the responsible body with oversight for pupil-referral units, learning-support units or education centres.

How to use this document

The introduction sets out the current context for pupils who have special educationalneeds in all schools.

Part 1 describes the key issues which designers need to understand whencommencing a project. It outlines the legal framework and educational context for

this.

Part 2 provides general information about the main categories of special educationalneed and describes the ways in which provision can be made to meet these.

Part 3 covers how LEAs’ strategic planning will assist in the decision-making andbriefing processes to meet local needs. The different types of educational provisionare then discussed more fully.

In Part 4, guidance and briefing information is given. It emphasises the need todesign accommodation which enhances pupils’ access to a broad, balanced andrelevant curriculum that is also age-appropriate at each phase of education in all

schools. The whole-school approach is adopted for overall school planning and sitedevelopment. There follows briefing for accommodation, using an elemental


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construct. This allows for each element to be used in any setting.

Part 5 gives practical and technical advice to assist in achieving best value.

Part 6 summarises advice on project-planning. It sets out typical model schedules fordifferent types of special school.

Part 7 will contain case studies which show designs for the future (note that theseare not included in this consultation document).

The following sections will provide an initial briefing or quick guide to the informationcontained in this building bulletin:

Introduction: Setting the scene

1.1 Key Issues- understanding SEN and access to learning

2.1 Special Educational Needs by type and provision (first page)

Summary notes for Parts 1, 2 and 3

3.1 Policy and planning3.2 Different types of provision

4.1 Project briefing4.3 Arrival, departure and circulation 4.4 Teaching and learning spaces

4.5 General teaching spaces4.1.1-3 Outdoor spaces4.14 Pupils’ toilets, hygiene and changing areas

6.1 Project planning:6.2 Typical model schedules

The intermediate sections give further information and guidance for detailedreference.


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Contents


1 Context1.1 Key Issues: understanding SEN and access to learning1.2 Understanding SEN and disabilities, the legal framework

and their impact on design

2 Special educational needs: types and provision2.1 Cognition and learning2.2 Behaviour, emotional and social development2.3 Communication and interaction2.4 Sensory and/or physical

3 Strategic planning for regional and local needs

3.1 Policy and planning3.2 Different types of provision

Summary notes for Parts 1, 2 and 3

4 Briefing information and guidance4.1 Project briefing4.2 Whole-school approach4.3 Arrival, departure and circulation4.4 Teaching and learning spaces4.5 General teaching spaces4.6 Practical specialist-subject spaces and performance spaces

4.7 Large spaces4.8 Learning-resource areas4.9 Outside spaces4.10 Medical, therapy and multi-agency facilities4.11 Dining and kitchen4.12 Staff areas including outreach4.13 Storage4.14 Pupils’ toilets, hygiene and changing areas

5 Specialist sections5.1 Furniture, fittings and equipment5.2 Information and communication technology (ICT)5.3 Building construction: elements, materials and finishes5.4 Environmental services

6 Project planning and monitoring 6.1 Project planning6.2 Typical model schedules

7 Case studies (not included in the present volume) AppendicesGlossary

References Acknowledgements


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It is essential to provide a high quality of design in learning environments for allpupils, especially for those children and young people who have special educational

needs (SEN) and disabilities. When building schools for the future, it is important fordesigners to understand the Government’s strategic vision to provide learningopportunities and challenges that lead to positive outcomes for all pupils. Inclusivedesign can enable and empower children and young people to participate in life atschool and in the wider community.

This document offers guidance on the planning, briefing and designing of schoolaccommodation across all educational settings where there are pupils who have SENand disabilities. These pupils have rights under the Children Act 2004 and theDisability Discrimination Act 1995 (DDA) as amended by the SEN and Disability Act2001 (SENDA) (Part 4: Education). These Acts establish the health, safety andwelfare of all pupils and entitlement to education as paramount. It is against this

background that the current trends can be summarised:

• Approximately 15–20% of all pupils, have some form of SEN or disability,over a given period of time.

• National average figures show that 3% of all pupils have statements ofspecial educational need. This varies across LEAs, however, from less than0.5% to more than 4.5%.

• Over 50% of all pupils who have statements of special educational needattend their local community mainstream schools.

• Overall, approximately 1% of all pupils who have SEN attend a specialschool.

• As an outcome of medical advances, a higher percentage of children withprofound physical, health or complex needs are surviving and have a muchlonger life expectancy.

• The development of early-intervention programmes for children may reducethe impact of disability on their educational and life opportunities.

• There is a perceived increase in the number of pupils who have behaviour,emotional and social difficulties and those whose needs fall within the autisticspectrum.

The result is that all schools, but especially special schools, now educate more pupilswho have a wide range of complex needs, sometimes conflicting in their nature, inoverall inclusive learning environments. Such changes have a significant impact on

both the provision made and the design of school buildings. Special schools shouldtherefore be planned to be a part of the whole community of local schools, as theyhave an important role to play in providing:

• centres of excellence for pupils who have SEN and disabilities

• outreach and training services which will support local community schools

• facilities for pupils, on the roll of the school and in the locality, who wouldbenefit from extended-school activities

• facilities for community use

• bases for multi-agency services to support children and their families

It is for local authorities, with local consultation, to determine the pattern of provision

to meet local needs, and it is vital that they ensure all schools achieve a high level ofsustainability for their buildings and sites.


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1 CONTEXT

1.1 Key issues: understanding SEN and access to learning

It is important to understand the key issues involved in designing to meet a range ofspecial educational needs, so as to ensure that the appropriate provision is madeand is fit for purpose. This section outlines the main needs about which designersneed to be aware.

1.1.1 Pupils ’ needs

In all decisions that affect children, the primary considerations must be their bestinterests in terms of health, welfare and safety. For individuals, these interests maychange over time. It is also very important to safeguard all pupils and to ensure that

meeting the needs of one group does not disadvantage another. There are occasionswhen different types of needs have conflicting requirements and where someseparate provision may be appropriate. Good design can help to provide appropriateinterfaces which buffer and ameliorate difficulties.

School design should aim to meet pupil needs and include for:

• safety and security All pupils need to feel safe, secure, free from beingstigmatised. They also need, to feel a sense of belonging and to be enabledor supported to participate fully in school life. Design can contribute to this by,for example, creating good sight lines and avoiding re-entrant or hiddenspaces.

• health and well-being All pupils and staff should benefit from a healthyschool environment in which to live, learn and work. Children with medicalneeds have the right to be treated with dignity and respect. Providing theappropriate facilities, such as hygiene, toilet and changing rooms spreadaround the school in convenient locations, as well as medical and therapyspaces, will support and promote their health and well-being.

• communication and interaction Children who have communicationdifficulties will benefit from different teaching and support techniques orspecialist equipment. Various systems of signs and symbols can be used tohelp them access the curriculum, as well as visual or tactile materials and

‘objects of reference’. Some children, however, will not be able tocommunicate their needs. Overall, therefore, it is important to design acommunication-friendly environment with appropriate signage and a clear,easily understood layout.

• sensory stimulus and information Children who have sensory impairmentsuse all of their other senses to compensate in order to understand otherpeople and their environment. Using appropriate materials in response tosensory needs may assist them to access, understand and negotiate theirenvironment. It is essential to provide the appropriate level and type ofsensory stimulus so as to inform or calm, and not confuse, overload, or

stress.


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• mobility and access Children who have physical difficulties may usedifferent types of wheelchairs, frames and mobility aids, and should be able tomove around the school alongside their friends. There should be sufficientspace for circulation and storage of equipment. Some pupils may tire easilyand will need a place to rest. Overall, circulation routes should be planned tominimise travel time, whilst maximising how such areas can be used to besteffect.

• behavioural development Children who have behavioural difficulties mayrequire extra space to move around, or to ensure a comfortable distancebetween themselves and others. They may need access to a quiet indoorplace or a safe, contained, outdoor space reasonably close to the teachingspace.

• activity and expression Different children have different needs relating toactivity, whether for music and movement, physiotherapy or mobility training,a high level of structured activity or space in which to release emotions and

calm down. Careful and thoughtful design can provide for both active andpassive play in a variety of indoor or outdoor spaces.

• social awareness and partic ipation Whatever school setting they are in,children with SEN and disabilities should be able to take part and participatein school life and out-of-school activities along with their peers. Designingage-appropriate environments using furniture, fittings and equipment to reflectpupils’ needs is essential.

• spiritual support For a child or young person this means having their needsmet appropriately, having a sense of belonging and a feeling of comfort, beingable to make choices and experience challenges, unconditional acceptance

whatever their condition or behaviour, and having a purpose for living and agood quality of life. Designs can support these needs by providing both theappropriate ambience and practical assistance.

1.1.2 Teaching approaches

Generally, pupils with a whole range of needs are taught together wherever possible,supported in the classroom by additional teaching assistants and support staff. Thereare now increased levels of staffing in schools, especially in special schools.Designers will need to be aware of the need to create buildings and spaces whichsupport teachers in their work.

Aspects which should be considered are:

• flexibility and adaptability Teachers have to respond to the changing needsof their pupils on a day-to-day basis for different activities, groupings andannual pupil intakes. They will need to be able to rearrange the layout ofteaching and learning spaces and their designated use in response to thesechanges.

• teaching and learning Different teaching approaches and strategies areused by teachers to engage pupils whose needs are diverse. These range

from multi-sensory stimulation (for example through sight, smell and touch),


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through to the use of interactive communication and language techniques,light and sound, music and movement, or tactile and practical tasks.

• learning aids and resources Specialist aids and resources can be used aslearning tools to enable access to the curriculum and participation in schoollife.

• information and communications technology (ICT) ICT and differenttechnologies can be used across the curriculum. They help to overcomebarriers to learning, facilitate a variety of different teaching and learning stylesand can be very empowering.

1.1.3 The learning environment

Creating a positive impact on the learning environment through good design isessential. Understanding the use of space is likewise essential to ensure that designs

are fit for purpose.

Aspects and types of provision to be considered include:

• the user’s point of view There should be enough space to move around andto have everything that may be needed within easy reach. Spaces should belight, airy and warm with comfortable furniture and pleasant colours.

• effective learning environments Essential elements to provide are good-quality natural and artificial lighting, good sound insulation and acoustics,adequate ventilation and heating with local adjustable controls, and allnecessary support services.

• small-group rooms Just off or near to the class base, these spaces can beused for focused individual learning, group work or behaviour support and area valuable resource for supporting individual pupil needs.

• quiet space Pupils may need to withdraw or retreat to a safe place for abreak. A quiet place can be calm, still, creating a therapeutic environment orgiving a sense of spirituality.

• low-sensory-stimulus environment For some pupils, perception of theworld around is confusing. Providing low-sensory-stimulus, non-distracting,calming environments can assist focused individual learning.

• sensory stimulus and sensory rooms The use of multi-sensory stimulation,using light and sound with interactive training techniques can help pupils withlearning difficulties to improve coordination, develop understanding of causeand effect, or promote relaxation.

• therapy rooms Therapies make an essential contribution to education,supporting pupils’ health, well-being and enabling them to access learning.

• storage Good storage is imperative to support effective teaching and learningactivities. Each space should be designed to have its own storage space

which should be accessible and fit for purpose.


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• outdoor spaces Connection to and use of outdoor spaces is essential forpupils who have SEN and disabilities. A variety of different types of space areneeded in and around the school for the outdoor classroom, sensorystimulation, sheltered or covered play, and social and recreational use.

1.1.4 Extended schools and community use

The development of extended services (including childcare) in all schools and theuse of school facilities by the community is greatly encouraged.

Schools can develop as focal points for a range of family, multi- agency andcommunity services. Providing a parents’ room, an out-of-hours school club, orextended-school services for out-of-hours use are all possible. Schools are workingmore closely with parents to offer them support, and are also opening up to a rangeof community users for sports, arts and lifelong learning.

Schools will have different approaches to these initiatives and school designs shouldrespond creatively and facilitate these needs. The design of schools can incorporatedual or multi-purpose use for many spaces. The main large spaces – the school hall,dining, sports and arts spaces and hydrotherapy pool – along with their ancillaryfacilities must be planned and located carefully. The design and layout of the schooland its site must ensure the health, safety and welfare of all pupils and staff.

1.1.5 Design quali ty

Taking into account all of the above, it is important to develop a high quality of schooldesign. It is essential that school buildings are attractive, fit for purpose, effective and

convenient for everyone to use. Children, young people and adults respond well toaesthetics and appropriate sensory stimuli. They can also be consulted and involvedin the design of their school, in an appropriate way. The following considerations areimportant for all schools in the design of their school buildings and their sites, butparticularly so for special schools.

The essential principles for designers to bear in mind are:

• create an inclusive environment Design with SEN and disabilities in mind,so that spaces and places can be created which are both fit for purpose andenjoyable for everyone to use

• promote a positive sense of identity Create an attractive, welcomingappearance and good first impressions of the school, to reflect a positiveidentity, give a sense of belonging, promote a sense of ownership, andensure the school’s value and place in the community

• convey a sense of presence and community relationship Show a positiverelationship between the school and its surroundings, in terms of both therelationship between the school building and its site and the relationshipbetween the school as a cultural expression and the neighbouring community

• display a posit ive sense of place Have a good atmosphere, so that the look

and feel of its spaces, in terms of colour, light, space, texture and acoustics,


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convey that it is a good place to be and give a sense of pleasure, of beingvalued and of belonging

• use appropriate aesthetics Create a good-looking building which is pleasingto the eye and uplifts the spirit, with well-proportioned spaces of appropriatesize and shape to suit the purpose for which they will be used

• be user-friendly to access Design a clear, simple approach and layoutwhich is easily understood and uses signage and wayfinding systems withvisual contrast and tactile finishes to provide points of interest and landmarksfor orientation

• facilitate ease of movement Ensure reasonable and convenient traveldistances, with ease of movement through the building, and comfortable roomrelationships, giving a sense of flow through and between the rooms orspaces

• emphasise the appropr iate ambience Defining the character of the space

as well as its function can assist with intuitive wayfinding and can providecontext and focus to enrich the learning experience

• enhance learning experiences Promote the positive aspect of the learningexperience to support engagement, communication, interaction andmotivation, and should show the school as a place in which to enjoy learningand working, thereby encouraging creativity, innovation and attainment

• offer multi-sensory stimuli Create an appropriate level of multi-sensorystimuli in the design for the type and range of special educational needsinvolved, and any conflicting needs should be resolved

• be age-appropriate Reflect age-appropriate environments with respect forthe culture of children from early years to teenage and for young peopleapproaching adulthood

• promote health and well-being Provide for the health, welfare, safety andsecurity of all pupils and staff with good-quality personal-care and supportfacilities at convenient locations around the school

• offer a therapeutic environment Aim to increase a sense of well-being,through the sensitive use of light, colour, texture, aroma, sound, or through

connecting to nature to stimulate, calm and distract.

• provide for flexibility and adaptability allow for sufficient and appropriatelygenerous space, arranged in a loose-fit way to encourage flexibility for day-to-day use and adaptability for the future

• use attractive, robust materials Select appropriate materials and finisheswhich are easily maintained, appropriate to the use and needs of thesituation.

• create a comfortable environment Provide good-quality lighting, heatingacoustics, ventilation and support services with comfortable furniture,

providing a user-friendly learning environment for everyone


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• be sustainable Develop a strategy for sustainability to meet economic,environmental and social requirements in terms of whole-life costs, therebyachieving the best long-term value


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1.2 Understanding SEN and disabilit ies, the legal frameworkand their impact on design

It is the policy of the Department for Education and Skills (DfES) that all pupils areincluded and have their needs met, as far as is practicable, in their local community

schools, with additional support or facilities when required. As a consequence, it isimportant for designers and providers to understand:

• the changing context for providing for pupils who have SEN and disabilities

• the legal framework for education, and its relationship to SEN and disabilities

• the impact of the above on the design of the school and its site, to ensure it isfit for purpose, flexible and adaptable for the future

The following is a summary of the legal framework, and of those Acts andrequirements that have a bearing on educational provision for pupils with SEN anddisabilities.

1.2.1 Definit ions of pupil needs

In order to understand the legal background, it is essential to know how differentpupils’ needs are clarified, identified and met. In nearly all cases, additional provisionis made in schools in order to meet these requirements.

The following summary of definitions offers an explanation of:

• disability

• SEN

• medical needs

• mental-health needs

Disability

A disabled person is ‘someone who has a physical or mental impairment which has asubstantial and long-term adverse effect on his or her ability to carry out normal day-to-day activities’.

The definition is broad and might include children with a learning disability, sensory

impairment, severe dyslexia, diabetes or, epilepsy. These are also covered within theDDA 1995 Ref.: Disability Rights Commission (DRC)

SEN

‘A child has SEN if he or she has a learning difficulty which calls for specialeducational provision to be made for him or her’.

This is provided for within the SEN Framework, including in some cases the issuingof a statement of special educational need describing provision should be made tomeet these.


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A disability might give rise to a learning difficulty that calls for special educationalprovision to be made if it prevents the disabled child from accessing education in thesame way as his or her peers. Ref.: Education Act 1996 and Special Educational Needs Code of Practice, DfES, 2001

Medical needs

Some pupils may have medical conditions that, if not properly managed, could limittheir access to education. Such pupils are regarded as having medical needs but donot necessarily have SEN.Refs.:; Supporting Pupils with Medical Needs, DfES/DoH Circular 14/96

Mental-health needs

This identifies pupils who experience or who are at risk of experiencing mental-healthproblems that significantly impact on their ability to learn (although they may notnecessarily have SEN).Ref.: Promoting Children’s Mental Health Within Early-years and School Settings, DfES, 2001

Under the definitions above, it should be noted that:

• not all pupils with disabilities have a special educational need

• not all pupils with SEN will have a disability

• some pupils who have medical needs may or may not have SEN or adisability

1.2.2 Equality of opportunity

Equality of opportunity for pupils with SEN and disabilities is backed by a legislativeframework formed by the relevant sections of the three pieces of legislationdescribed below.

The Disability Rights Bi ll

This bill is currently going through Parliament (spring 2005), and will require publicbodies to promote equality of opportunity for disabled people. It is anticipated thatsome of these duties may come into effect in 2006/07.

Disability Discr imination Act 1995 (DDA) as amended by the SEN and Disability Act 2001 (SENDA) (Part 4: Educat ion).

This law sets out duties to ensure that disabled pupils are not discriminated againstthereby promoting equality of opportunity between disabled and non-disabled pupils. It sets out planning duties for LEAs and schools, to increase access to information,the curriculum and the physical environment for disabled pupils. It should be notedthat these planning duties involve the making of reasonable adjustments, butphysical adjustments to the environment are not required.

Part 2 of the DDA 1995 sets out the provisions for staff with disabilities and Part 3sets out the duties for providing goods or services. It should be noted that under

these, physical adjustments to the environment may be required.


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All relevant parts of the facilities will need to comply with legislation and may requiredesign solutions to ensure compliance.

The SEN and Disabi lity Act 2001 (SENDA)

This law provided a revised statutory framework for inclusion and strengthened theright of children with SEN to attend a mainstream school.

The Special Educational Needs Code of Practice 2001 retained much of the originalcode but now also reflects the rights and duties introduced by the SENDA. These areset out under five principles:

• that children with SEN should have their needs met

• that their needs will normally be met in mainstream schools

• that the views of children should be sought and taken into account

• that parents have a vital role to play in supporting their children’s education

• that children with SEN should be offered full access to a broad, balanced and

relevant curriculum in the Foundation Stage and in later years

Pupils who have SEN and are placed in mainstream schools will have their needsmet by ‘school action’ if they require provision which is ‘additional to or different from’ that made for most pupils, but which can be met from within the resources of theschool, (for example, numeracy, literacy and behaviour support).

Should such pupils fail to make adequate progress further provision is made through‘school action plus’. This is where pupil needs are met using additional resourcesprovided by the LEA and by other agencies, (for example, a visiting peripateticspecialist).

The LEA has a legal duty to make its best endeavours to meet the needs of allpupils. Where needs are more severe or complex, the LEA may issue a statement ofspecial educational need describing the exceptional provision which is to be made.Some of the pupils who have statements have their need met in special schools.Until a statement is issued, pupil needs are still met by school action plus.1

A similar system exists for young children with SEN in early years. Early interventionto support very young children with SEN (0–3 years) is now provided as soon aspossible after birth.

Auxiliary aids and equipment which enhance educational access but are additionalto, or different from, those normally available in schools are provided under the SEN

Framework. In the Special Educational Needs Code of Practice 2001, the exceptionsare wheelchairs and health-related equipment which are provided by the local healthservices.

1.2.3 Curriculum entitlement and provision

The Education Act 1996, as subsequently amended, sets out the requirements for abroadly based curriculum, including the National Curriculum and Religious Education.The National Curriculum (published by the Department for Education andEmployment and the Qualifications and Curriculum Authority in 1999) is a statutory

1 Special Educational Needs and Disabilities: Towards Inclusive Schools (Ofsted, 2004).


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requirement which applies to all community-maintained and voluntary-aided primaryand secondary schools (see Appendix E).

The National Curriculum sets out the entitlement for all pupils to a broad, balancedand relevant curriculum in a learning environment appropriate to their needs. Withinthe curriculum, teachers and schools have the freedom to exercise their professional judgement about how they teach, how they arrange learning within the school dayand how they decide upon aspects of subject study.

The chapter on ‘Inclusion’ in the National Curriculum Handbook emphasises theimportance of providing effective learning opportunities for all pupils and puts forwardthree key principles for inclusion:

• setting suitable learning challenges

• responding to pupils’ diverse learning needs

• overcoming potential barriers to learning using the outcomes of assessmentsfor individuals and/or groups of pupils

Education provision

The following description sets out how education provision is structured.Overall, and for all pupils, grouping is by age and in four phases: early years,primary, secondary and post-16. In addition, the statutory school years (ages 5–16),are divided into four Key Stages. These groupings are set out in Table 1.

Generally, pupils in early years and reception work to the Foundation Stagecurriculum. The National Curriculum is assessed through eight levels across all of theKey Stages. The majority of pupils operate in line with these although some pupils’performance may vary widely either side of these. The performance of pupils working

below National Curriculum level is described, in the main, by eight P scales leadingup to National Curriculum Level 1.

Table 1: Ages of pupi ls and corresponding phases of education

Children age 3–5 Early years

Primary – statutory years

pupil age 4–5 Reception

pupil age 5–7 Years1–3

Key Stage 1 (KS 1)

pupil age 7–11 Years3–6

Key Stage 2 (KS 2)

Secondary – statutory years

pupil age 11+–14 Years7–9

Key Stage 3 (KS 3)

pupil age 14+–16 Years10–11

Key Stage 4 (KS 4)

Post-16 – post-compulsory

pupil age 16–19 Year12–13

Within this overall structure, the National Curriculum can be adapted anddifferentiated so that learning tasks are modified for pupils with SEN and disabilities.


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The recent policy to increase the flexibilities of the National Curriculum allowsschools to decrease the need for disapplication of pupils undertaking certainsubjects. Pupils who have SEN and disabilities progress in various ways in relationto:

• the Foundation Curriculum

• the National Curriculum

• P scales

Pupils with disabilities operate across the whole spectrum of attainment. At the ageof 16, some may attend a college of further education, and attain GCSEs andvocational qualifications, while others may be achieving at Levels 1 or 2 or may beprogressing on the P scales towards Level 1. This will have implications foraccommodation needs.

1.2.4 Health, safety and welfare

LEAs, schools and further-education colleges already have a formal duty underSection 175 of the Education Act 2002 to safeguard and promote pupils’ welfare.Schools already support children’s wider well-being, but will progressively take apersonalised approach to pupils’ learning to help them achieve the highest possiblestandards.

The Children Act 2004 sets out a reform of children’s services and was passedfollowing consultation on the Green Paper Every Child Matters in autumn 2003 andthe publication of Every Child Matters: Next Steps in March 2004.

LEAs and schools will be focusing on provision which aims to improve the outcomes

for children and young people, identified under the following five headings:

• be healthy

• stay safe

• enjoy and achieve

• make a positive contribution

• achieve economic well being

There is to be a whole-system change to support more effective and integratedservices, to secure a shift from intervention to prevention and to meet the needs ofthe most vulnerable with integrated front-line delivery and a common assessmentframework for inspection.

Under the Act, local authorities have duties:

• to make arrangements to promote cooperation between agencies and otherappropriate bodies in order to improve children’s well-being (defined withreference to the five outcomes)

• to promote cooperation between agencies in order to improve children’s well-being, defined with reference to the five outcomes (there is also a duty on keypartners to take part in those arrangements and provision for the pooling ofresources in support of these arrangements)

• to draw up a single Children’s and Young People’s Plan by April 2006


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• to provide databases containing basic information about children for bettersharing of information, and to create an integrated inspection framework and joint area reviews

• to safeguard and promote the welfare of children and to liaise with all otheragencies to ensure this occurs

It is envisaged that as part of the large-scale programme of setting up children’scentres and children‘s trusts, increasingly extended service provision will be focusedaround school buildings and their sites.

1.2.5 Impact on design

It is vital that the brief for a school building project identifies and describes fully thecurrent and anticipated likely needs of the pupils so that these can inform the design.

It is important for designers to understand that across the education continuum, thereare different types of provision which pupils with SEN and disabilities have a right to

access alongside their peers. Therefore, age-appropriate, inclusive provision shouldbe made at each of the different phases in order to meet the needs of all pupils.

It is also essential that the design supports pupils’ curriculum entitlements and theirrights as children and young people to equality of opportunity and safe, healthy andpurposeful learning and social environments.

The information in this bulletin will help to guide brief-writers, designers andconstructors to these ends.


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2 SPECIAL EDUCATIONAL NEEDS: TYPES ANDPROVISION

This part of the building bulletin describes the main categories of special educationalneed (SEN) and the ways in which provision can be made to meet these in all

schools. The impact on design is summarised for each group. The SEN Code ofPractice 2001 covers four broad areas identified for the purposes of education:

• Cognition and learning needs

• Behaviour, emotional and social development needs

• Communication and interaction needs

• Sensory and/or physical needs

Data collected through the Pupil-level Annual Schools Census (PLASC) DataCollection by Type of SEN (January 2004) subdivides these categories even further(see Table 2).

Table 2: Categories of special educational need and their abbreviated forms

Cognition and learning

Specific learning difficulty SpLD

Moderate learning difficulty MLD

Severe learning difficulty SLD

Profound and multiple learning difficulty PMLD

Behaviour, emotional and social development

Behaviour, emotional and social difficulty BESD

Communication and interaction

Speech, language and communication needs SLCN

Autistic-spectrum disorder ASD

Sensory and/or physical

Hearing impairment HI

Visual impairment VI

Multi-sensory impairment MSI

Physical disability PD

Other OTH

Source: DfES Pupil-level Annual Schools Census (PLASC) Data Collection by Type of SEN(January 2004)


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It must be stressed that these categories are not exact and only identify the principalneed for individuals who may also have other needs across a wide spectrum. Anyresponse has to be tailored to the pupil, their circumstances and their quality of life.The essential criteria are the development of the young person’s well-being andwhether they are valued as an individual.

A holistic approach to design is essential in meeting the needs of children and youngpeople with SEN. Where pupils have more than one need, reference should be madeto the different relevant sections. It is essential to understand all categories of need,however, as each will have a significant impact on the design process.


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2.1 Cognition and learning

2.1.1 Specific learning diffi culty (SpLD)

Pupils with specific learning difficulties have a particular difficulty in learning to read,write and spell (dyslexia) or in manipulating numbers (dyscalculia) or have poorphysical coordination (dyspraxia).

Some pupils may have problems with short-term memory or organisational skills.Their performance in these areas is below their performance in other areas. Therange and severity of their impairment varies widely. Typical provision to supportthese may be as follows:

• for dyslexia: practical learning aids, ICT software and laptops

• for dyscalcula: practical learning aids

• for dyspraxia: mobility training or PE exercises

Most pupils will be in mainstream schools (although there are some independentspecial schools for SpLd).

Therapies to support learning can be specialist dyslexia support, speech andlanguage therapy and/or occupational therapy.

2.1.2 Moderate learning dif ficulty (MLD)

Pupils with moderate learning difficulties have attainments significantly belowexpected levels in most areas of the curriculum. Their needs may not always be met

through differentiation and the flexibilities permitted in delivering the NationalCurriculum. They often have greater difficulty with basic literacy and numeracy skillsand in understanding concepts, especially those relating to mathematics andscience. (Some pupils may be operating on P scales at primary phase and others atNational Curriculum Levels 1–2 at secondary phase).

Some pupils may also have associated speech and language delay, mobility, hearingor visual impairment, low levels of concentration, low confidence and under-developed social skills. Others may also exhibit or have associated behaviourdifficulty or be emotionally vulnerable.

Most pupils with SpLD or MLD attend mainstream school and are included in generalclasses and tutor groups. For some subjects, however, they may be in smallerteaching groups or appropriate sets.

Some pupils who have MLD with complex needs (also referred to as complexlearning difficulties) can attend a local community mainstream school with resourcedprovision or a community special school, depending on their individual needs.


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Provision for pupil s with SpLD/MLD and its impact on design

Specialist SEN facility

Learning and behaviour support may be provided to suit individual needs withinmainstream classes and designated SEN resource bases. Therapy support may beprovided by sensory-impairment services or speech and language therapists oroccupational therapists, who can accommodated in the class base or in small-grouprooms, a SEN resource base or a therapy base. This kind of input will affect thenumber and size of spaces to be provided. Some pupils with MLD may need accessto a dedicated facility, for example, for pastoral support.

Resourced provision

Some pupils with additional needs such as SpLD or MLD may need access, on a

timetabled basis, to resourced provision. Typically, different learning areas within aresourced provision will be grouped around a social space. If required, an additionallyresourced provision could comprise a couple of general-teaching class bases (55–65m2) with ancillary accommodation, for example:

• a small group room (10 m2) for learning support, calming, respite or one-to-one work

• a small group room (16 m2) for discussions or role play and in which a smallgroup can be taught

Where such a suite of different learning spaces is provided, these can also begrouped around a social space. Specialist subject bases will vary in size from

approximately 30–65 m2, according to pupil groups.

Impact on design

Generally, pupils with SpLD/MLD will require careful positioning in the class base,with adequate workspace for any learning aids and specialist ICT, and allowing for agood seating posture and a clear view of the teacher and the whiteboard.

Pupils attending both mainstream and special schools may receive learning andbehaviour support from teaching staff or specialists working on a one-to-one basis,either in the class base or in a small-group room nearby. Adequate provision mustalso be made for storage and preparation of multi-sensory materials. Provision ofsufficient space for all of these needs is vital. Clear signage will also assist themfinding their way around the school.

2.1.3 Severe learning dif ficulty (SLD)

Pupils with severe learning difficulties have significant intellectual or cognitiveimpairment and will need support in all areas of the curriculum. They may also havemobility, coordination, communication and perception difficulties; some may usesigns and symbols. Many pupils require help to develop social and self-help skills.

A percentage of pupils with SLD may be non-ambulant, have sensory impairments,


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or have needs which fall within the autistic spectrum. Other pupils may havedemanding or challenging behaviour. Across the ages and phases their learning mayrange from P scales (P4–P8) to National Curriculum Level 1.

Multi-sensory teaching and practical work with specialist learning aids and ICTacross the curriculum will take place in small groups with learning and behavioursupport provided.

Most pupils will attend a special school although some may attend a mainstreamschool with support, while others still may be on roll at both a mainstream and aspecial school.

2.1.4 Profound and multiple learning difficulty (PMLD)

Pupils with profound and multiple learning difficulties may have physical difficulties,sensory impairments or a severe medical condition. Nearly all pupils require a high

level of resources and adult support in order to help them access the curriculum andto assist with their personal care and medical needs.

At least half of pupils will have sensory impairments such as VI, HI or MSI. They arelikely to need sensory stimulation so as to have access to a curriculum, which will bebroken down into very small learning steps. Some pupils communicate by gesture,eye-pointing or using symbols, others by very simple language. Pupils may have avariety of learning programmes throughout the day, including short intensivesessions of one-to-one communication and interaction.

Nearly all will be accessing the P scales (P1–P4). In some cases, pupils with PMLDcan be included in a local mainstream school with specialist support; however, most

pupils attend a special school.

Provision for pupil s with SLD/PMLD and its impact on design

Provision for these pupils’ needs is usually met in special schools althoughsometimes specialist facilities and additionally resourced provision can be made in amainstream school, depending on the local situation.

The ratio of pupils with SLD or PMLD varies, but nationally it ranges from (onaverage) two-thirds SLD and one-third PMLD, to one-third SLD and two-thirds PMLD.The local profile must be established in order to meet pupil needs and to providesufficient space for all relevant activities to be undertaken.

Accommodation in all types of school should provide access to a broad, balancedand relevant curriculum, whatever the setting. Well-designed indoor and outdoorspaces are vital for learning, for sensory and mobility training, for behaviour supportand for social development. Indoor spaces will include general and specialist classbases as well as small-group rooms for learning and behaviour support. It is essentialthat there be adequate space for the increased level of staffing required.

Therapies such as sensory services, speech and language therapy, occupational

therapy, physiotherapy and hydrotherapy require a range of specially designedaccommodation, which may be provided in mainstream as well as in special schools.


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In addition to the provision made for pupils who have SLD, sensory stimulationincluding communication boards, soundbeam or resonance boards are often used. Additional space in the class base or specialist spaces should therefore be provided,in inclusive, age-appropriate settings so that all pupils can participate in school life.

There must be provision to meet medical needs, as well as convenient toilet andchanging facilities throughout the school. Inclusion in school activities and in thewider community is essential. Buildings should therefore enable mobility, sensoryand independence skills to be developed in communication-friendly environments.

It is essential that means of escape and evacuation procedures are developed inconsultation with the local fire authority and building-control officers, so as to ensurethe safety of pupils and incorporate their needs.

The design process should also include briefing for provision to support inclusion,extended schools, and outreach links with local schools and the wider community.


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2.2 Behaviour, emotional and social development

2.2.1 Behaviour, emotional and social difficul ty (BESD)

Pupils with behavioural, emotional and social difficulties have behaviours whichpresent a barrier to learning. Some will have significant difficulties in learning as aresult. Many pupils may have undiagnosed SpLD or other additional learningdifficulties. Pupils usually fall within the average range of ability, but a highpercentage under-achieve. Pupils rarely have physical disabilities, are active andbenefit from sports which encourage teamwork and social skills.

Generally, a mainstream curriculum is delivered with differentiation to suit social,emotional and behavioural needs. Appropriate use of ICT support may improvelearning and behaviour. Pupils who have BESD can retain work placements, attainGCSEs or access vocational courses in higher education (HE).

Pupils may have poor concentration, a short attention span, or find it hard to cope ina group or with unstructured time. Some pupils may display signs of inappropriatesocial interaction, provoke, confront or have emotional or violent outbursts, whichmay require physical intervention by the delegated responsible person (seeGlossary). Others may be quiet, withdrawn and find it difficult to communicate. Somepupils may have attention-deficit disorder (ADD or attention-deficit hyperactivitydisorder, ADHD) and a significant minority of pupils may have mental-health needs.

Pupils may come from disadvantaged backgrounds and a number are vulnerable. Additional support may be provided by learning mentors, therapists, social workers,educational psychologists, psychiatrists and Child and Adolescent Mental-healthServices (CAMHS).

BESD affects five times as many boys as girls. LEAs need to provide informationduring the briefing stage and establish the appropriate type of provision. When thereare significant minorities (for example, of girls) whose needs may otherwise beoverlooked, appropriate separate provision may be required in order to meet theirneeds, and to afford the provision to which they are entitled.

Provision for pupils with BESD and its impact on design

Mainstream schools

Some pupils who have BESD may be supported in mainstream settings with generallearning and behaviour support in the class base and more flexible use of small-group rooms.

Specialist SEN facilities

A specialist support base in a mainstream school can be provided to be used fordifferent purposes according to pupils’ needs. For example, a nurture group, pastoralsupport and a social-skills base may all be considered appropriate means ofprovision. These may be accommodated in a space of 20–30 m2.


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Resourced provision

This may be provided as a learning- and behaviour-support base in a mainstreamschool, to be used for a group of pupils on a timetabled basis where required.Typically, different learning areas to sustain curriculum delivery will be grouped

around a social space, off a lobby from a main corridor or courtyard and combinedwith specialist facilities mentioned above.

Within a mainstream school, the layout and design can vary from a small resourcebase to a whole suite of accommodation to support most curriculum delivery. Thelatter is best sited off a main circulation area in a quieter part of the school, with asafe, contained, outdoor space as well as a courtyard or separate larger outdoorlearning or play space.

If required, an additionally resourced provision may consist of a couple of generalteaching class bases (55–65 m2) with ancillary accommodation comprising:

• a small-group room (10 m2

) for learning support, calming, respite or one-to-one work

• a small-group room (16 m2) for discussions or role play and in which a smallgroup can be taught

• a nurture group room (20–30 m2)

• a social skills base (20–30 m2)

Where a suite of different learning spaces is provided, these can also be groupedaround a social space.

The size of specialist subject bases will vary according to pupil groups from 30–65m2.

Alternatively, pupils who do attend a mainstream school may benefit from spendingsome time in a special school for specialist behaviour-support programmes.

Special School Provision

A pupil who has behaviour emotional and social difficulties may be placed in aspecial school for BESD, which has its own character and design features to meettheir needs.

Impact on design

Pupils with BESD may need more personal space for self expression and becausethey can feel threatened by ‘invasions of their space’. Pupils need secure storage forbelongings, to which they are attached. They may not have their own learningmaterials and will be provided with such items; thus, additional storage for pupils’learning resources and for work in progress may well be needed.

A storage system and separate storage spaces which assist with the orderlyprogression of lessons and the reinforcement of rules, are imperative. Individualworkstations or a quiet corner to minimise distractions for working, or for respite orretreat, should also be considered.

Space in the class base is needed for ease of movement, to minimise disruption anddistractions and for flexible layouts of furniture to suit learning needs (separate desks


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minimise distraction and interference between pupils whilst group work is facilitatedaround a table or in a horseshoe layout).

Small-group rooms may be required but the rationale for their use must bedetermined so that each room’s design is fit for purpose. It is important to considerthe following design points:

• The physical environment must have a positive ambience with appropriateuse of colour.

• There should be a secure, visible entrance lobby and welcome area withdisplay of work.

• A clear, simple circulation plan and class-base layouts with good sight linesenabling all round supervision are essential, and eradicate areas where staff orpupils could become isolated or attacked.

• Sound-absorbent and sound-insulating materials should be used, becausepupils tend to be noisy, loud and boisterous.

• Clear discipline, delineation between activities, and focus on tasks will needto be reflected in the design of the physical environment.

• Robust, sturdy construction and furniture are essential, as is goodmaintenance to repair damage.

• There should be no exposed services, fixtures or fittings and services controlsshould be for operation by staff only.

• Lockable storage provision should be made for resources and pupils’ work.

• Separate boys’ and girls’ toilets should be provided, with no lobbies or re-entrant corners, for good supervision.

• Designs should minimise possible pupil access to roofs, drainpipes, walls,stairwells and routes of escape.


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2.3 Communication and interaction

2.3.1 Speech, language and communication needs (SLCN)

Pupils with speech, language and communication needs have difficultyunderstanding and/or making others understand information conveyed throughspoken language. Their acquisition of speech and oral language skills may besignificantly behind their peers; they may have poor speech intelligibility andexperience problems in articulation.

Pupils with language disorders or impairments find it difficult to express ideas or havetrouble getting others to understand what they are trying to say, which can affect theiremotional and social development. Inability to communicate can give rise to feelingsof frustration and anger which can lead to behaviour difficulties. Pupils with speech,language and communication needs cover the whole ability range.

Most pupils attend a mainstream school where, for some, teaching assistantsprepare worksheets or assist with the delivery of speech-therapy programmes.

Pupils, who may be visual learners, may need to sit near the front of the class, with aclear view of the whiteboard and of the teacher demonstrating work. Access may beneeded to ICT support which includes electronic communication aids or synthetic-speech production equipment involving computer and keyboard.

Provision for pupils with SLCN and its impact on design

Specialist facilities

Pupils may need access to speech and language therapy, on a timetabled basis,provided in a class base, a small quiet group room or a speech-therapy room of 10– 15 m2 (see Section 4.10, ‘Medical, therapy and multi-agency facilities’).

Learning and behaviour support may be provided to suit individual needs withinmainstream classes and designated SEN resource bases. Therapy support may beprovided by speech and language therapists, who can accommodated in the classbase or in small-group rooms, a SEN resource base or a therapy base. This kind ofinput will affect the number and size of spaces to be provided. Some pupils mayneed access to a dedicated facility, for example, for pastoral support.

Resourced provision

This may consist of a large class base (65 m2), divided to provide:

• a small-group room (10–16 m2) for learning support or speech therapy. Thisshould be a quiet room and may have some acoustic treatment.

• a small=group room (16 m2) for discussions and role play, with soundinsulation and positioned at some distance form the quiet small-group room

If required, a larger additionally resourced provision could comprise a couple of

general-teaching class bases (55–65 m2

) with the ancillary accommodation above.


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Impact on design

Children who have communication difficulties will benefit from different teaching andsupport techniques and equipment. Various systems of signs and symbols can be

used to help them access the curriculum, as well as visual or tactile materials.

Generally, pupils with SLCN will require careful positioning in the class base, withadequate workspace for any learning aids and specialist ICT, and allowing for a goodseating posture and a clear view of the teacher and the whiteboard.

Pupils attending both mainstream and special schools may receive learning andbehaviour support from teaching staff or specialists working on a one-to-one basis,either in the class base or in a small-group room nearby.

Overall, therefore, it is important to design a communication-friendly environmentwith appropriate clear signage and an easily understood layout to assist pupils in

finding their way around the school.

2.3.2 Autistic Spectrum Disorder (ASD)The autistic spectrum is a relatively new term which recognises that there are anumber of sub-groups within the spectrum of autism. There will therefore be a widerange of needs.

Pupils with autistic spectrum disorder may find it difficult:

• to understand and use non-verbal, verbal or social cues and understand

social behaviour, which affects their ability to interact with children and adults• to think and behave flexibly or play imaginatively

• to integrate and interpret sensory stimuli, which affects their understanding oftheir surroundings and can cause anxiety or withdrawal

Pupils with ASD cover the full range of ability and the severity of their impairmentvaries widely; ranging from those with Asperger’s Syndrome (who share the sametriad of impairments but have higher intellectual abilities and different languagedevelopment) through to those with more severe autistic spectrum disorder as wellas other learning disabilities or difficulties.

Some pupils may have restricted, obsessional interests or enjoy repetitive activities,or may manifest behaviour that challenges. A number may be hyperactive, whilstothers may be quiet or withdrawn.

Some pupils may require a low level of sensory stimulus or distraction, and need aquiet, calm and ordered learning environment.

Pupils may be supported in a mainstream school within the class base where thereare individual low-distraction workstations.


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Provision for pupils with ASD and its impact on design


These can be provided for pupils and may include small-group rooms for learning orbehaviour support, quiet spaces and sheltered social-recreation spaces, all withappropriate use of colour.

Resourced provision

Some pupils may not be able to cope on their own in mainstream settings, and soneed the support of a resourced provision. Within the mainstream school, this canvary from a small resource base to a whole suite of accommodation to support mostcurriculum delivery. The latter is best sited off a main circulation area in a quieter partof the school, with a safe, contained, outdoor space as well as a courtyard orseparate larger outdoor learning or play space.

Typically, the whole suite can consist of a couple of general teaching class bases(55–65 m2) with ancillary accommodation comprising:

• a small-group room (10 m2) for learning support, calming, respite or one-to-one work

• a small-group room (16 m2) for discussions or role play and in which a smallgroup can be taught

Where a suite of different learning spaces is provided, these can also be groupedaround a social space.

The size of specialist subject bases will vary according to pupil groups, from 30–85m2.

Alternatively, pupils who do attend a mainstream school can benefit from spendingsome time in a special school for specialist learning support.

Special schools

Pupils with more severe ASD and learning difficulties may attend a special school,where they are included in generic class bases or taught in separate pupil groupscatering specifically for ASD. Inclusion in other school activities alongside age-relatedpeers is considered good practice, and contact with the wider community isbeneficial, wherever possible.

There are some pupils whose behaviour is extremely challenging and, in someinstances, they may require an additional space where specialist calming, behavioursupport, management or training can be undertaken. In other cases, a high level ofadult support may be required for small groups in a separate specialist resource basewhere learning spaces are grouped around their own dedicated social area.

Impact on design

The following design points should be considered:

• Pupils may have difficulty in interpreting their surroundings and become


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anxious and distressed if they find it difficult to navigate.

• The building should have a simple layout which reflects order, calm, clarityand has good signage and wayfinding.

•

Pupils may show different sensitivities to spaces: some will be frightened bylarge open spaces and wish to withdraw to smaller spaces, whilst others will notlike enclosed spaces. Providing a mix of larger spaces with smaller ones towithdraw to when anxious can help.

• Designing low-sensory-stimulus environments reduces sensory overload,stress and anxiety.

• The provision of pleasant, well proportioned space, with plain bare wallsdecorated in muted soft colours will allow teachers to introduce stimulus (such aswall displays of work or information) gradually to suit pupils’ needs.

• Classrooms can be arranged so that teachers may employ different teachingmethods, with spaces for individual work or screened personal workspaces. (TheTEACCH system needs flexible furniture layouts; PECS uses picture andsymbols; these and all other such methods require focused, structured activityspaces.)2

• Use of indirect lighting and the avoidance of noise or other distractions (blindcords, exposed pipes or dominant views out) need to be considered.

• Containment in the class base for reasons of supervision, safety or securityby the use of two door handles, at high and low level, must neither compromiseescape procedures, nor violate human rights (in that children must not be lockedup unless they are secured or detained legally in secure provision).

• Robust materials should be used where there are pupils with severedisabilities, and safety precautions for doors, windows, glass, plaster, and pipedor wired services will be required.

• There is a need to balance security and independence and to find the rightmix between tough materials and special equipment on the one hand andordinary, everyday items on the other, in order to avoid an institutionalappearance whilst at the same time eliminating risks.

• Simple or reduced detailing and changes of plane may reduce the opportunityfor obsessiveness.

2 The range of teaching methods for pupils who have ASD includes: TEACCH (Treatment and

Education of Autistic and Communication-handicapped Children); PECS (Picture ExchangeCommunication System); ABA (Applied Behavioural Analysis); the Higashi method

(developed in Japan and at the Higashi School in Boston, and based on daily-life therapy andorganised physical exercise); and the SPELL framework developed by the National AutisticSociety.


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2.4 Sensory and/or physical

2.4.1 Hearing impairment (HI)

Pupils with a hearing impairment range from those with a mild hearing loss to thosewho are profoundly deaf, and cover the whole ability range. For educationalpurposes, pupils are regarded as having hearing impairment if they require hearingaids, adaptations to their environment and/or particular teaching strategies in order toaccess the concepts and language of the curriculum.

Approximately 40% of pupils with a hearing impairment also have an additionaldisability or learning difficulty.3

There are two main types of hearing loss: conductive and sensori-neural hearingloss. A mixed hearing loss is a combination of both conductive and sensori-neuralhearing loss. Hearing loss is measured on a decibel scale and four categories are

commonly used to describe the level of hearing loss: mild, moderate, severe andprofound.

Hearing-impaired children may learn to communicate through sign or spokenlanguage, or a combination of both. There are three main communicationapproaches: auditory-oral approaches, sign bilingualism and Total Communication.Different communication approaches may involve a combination of sign languagessuch as British Sign Language, systems involving signs and symbols, finger spelling,lip reading and maximisation of the use of residual hearing through hearing aids,cochlear implants and other technology.

Provision to support the use of hearing aids, radio aids (personal FM systems),

sound-field systems and other assistive technology is a high priority. It is importantthat consideration is given to ensure that all such items of equipment in use in theschool, or likely to be used by hearing-impaired pupils in the future, will becompatible and function correctly for all pupils (see Appendix 000).

HI is a low-incidence special educational need. As a result, most pupils with HI areincluded in mainstream schools, where they will need specialist facilities or aresourced provision in order to meet their needs. It is good practice for pupils whohave HI in mainstream to be in a group, for example in an additionally resourcedprovision for 10–12 pupils, so as to avoid them becoming isolated. A minority ofpupils may attend a special school for HI in order to meet their particular needs.

Therapy support will be obtained from a hearing-impairment specialist and speechand language therapist. It is good practice that pupils are consulted about theirpreferences.[may need clarification – the previous sentence does not contain an ‘or’. AC]

In class, hearing-impaired pupils may receive communication support from ateaching assistant, learning-support assistant, communication-support worker orteacher of the deaf. It will be important to ensure that there is room for the supportworker to sit or stand near the child, so that the child can see both the teacher and

3 Fortnum et al, Health-service Implication of Changes in Aetiology and Referral

Patterns of Hearing-impaired Children in the Trent Region (MRC Institute ofHearing Research, 1996).


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the support worker. In mainstream class, pupils may find it helpful to sit near the frontof the class.

A small-group room may be required to which some pupils may withdraw periodicallyfor learning, language development and behaviour support.

Pupils with HI may develop more sensory awareness to visual and tactile cues, andmay use more of their peripheral vision. They use visual materials as learning aids,along with ICT to facilitate access to the curriculum. Sufficient workspace should beallowed for the use of video and television. Video materials should be available withsubtitles or sign language where appropriate.

Provision for pupils with HI and its impact on design


The following may be necessary to support pupils with hearing impairment in amainstream school:

• a small-group room (10–16 m2) can be used as a quiet space for supportwork with a hearing-impairment specialist and can be dual-used by a speechtherapist

• a room for preparation and storage of curriculum materials and technicalsupport for hearing aids and radio aids (6–10 m2)

Resourced provision

This may include one or two class bases in a mainstream school, for timetabledlearning support for 10–12 pupils. Typically, it may comprise:

• class bases (55–65 m2) for learning support with whiteboard or CCTV andseating in a horseshoe layout to aid language and communication development.(45–54 m2 refurbished class base in existing school for smaller groups of 6–8pupils)

• a small-group room (10 m2) for hearing impairment support or speech therapy

• a small-group room (16 m2) for discussion or role play

• a store (4–6 m2)

• a quiet room (10 m2), which can be used for calming and respite or behaviour

support, especially if pupils have behaviour that challenges

Special schools

These are available for a minority of pupils who cannot have their needs metelsewhere. These schools may cater for a wider ability range. They may act asoutreach resources for the local community. Specialist facilities for an audiologydepartment may be included (see Appendix 000 for details).


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Impact on design

The following should be considered:

• A social-skills base (20–30 m2) may be provided.

• The provision of clear signage and routes along with visual signal alarms, toenable orientation and mobility, makes a significant impact. The design of theschool environment should support this.

• For visitors attending a school there should be an induction loop at receptionand good-quality lighting so that the receptionist’s face can be seen (down-lighting should not be used in order to avoid cast shadows which make lip-reading difficult).

• The main hall should have acoustic treatment and an amplification or sound-field system where appropriate.

• Good-quality lighting and window blinds should be provided in class bases.

• Room layouts should prevent teachers having to stand with their backs to thewindow.

• Adequate space is required for pupils to sign and gesture to communicateand for role play.

• A high-quality acoustic environment should be a priority, with good-qualityroom acoustics for speech intelligibility and sound insulation to ensure lowbackground noise. Acoustic-absorbent surfaces should be used for ceilings, high-

level wall finishes and flooring (see BB93 for more details, available online atwww.teachernet.gov.uk/acoustics).

• Avoid noise interference from highly reflective or highly reverberant surfaces,such as wood-block floors, hard-plastered walls, ceramic tiling or glass blocks.Metal reflective surfaces for venetian blinds, window frames, panels, balustradesand railings should be used carefully.

• Furniture and equipment should be locatable to face inwards to the teacher,allowing for cable management and floor boxes as required.

• Visual alarms, including fire alarms and lesson-change signals, should be

provided.

2.4.2 Visual impairment (VI)

VI is a low-incidence special educational need. Most pupils with VI are included inmainstream schools, where they will need varying degrees of specialist support or aresourced provision based at the school in order to meet their needs. Many childrenwho have VI and additional needs (32% of the total number of pupils who have VI inBritain)4 attend special schools designated either for pupils who have severe learning

difficulties or for pupils who have physical disabilities. A minority of pupils (5% of the4 RNIB, 2003.


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total number of pupils who have VI in Britain)5 attend special schools specificallydesignated for pupils who have visual impairment.

Visual impairment refers to a range of difficulties from minor impairments of sightthrough to blindness. Its effects may include total sight loss, loss of acuity, limitationsof visual field or disturbance of colour vision. These effects may be exacerbated byenvironmental conditions, or they may be general. Visual impairment may be ofocular origin, it may be as a result of difficulties in visual processing or it may be theresult of a combination of causes.

Pupils who have visual impairment cover the whole ability range. For educationalpurposes, a pupil is considered to be visually impaired if they require adaptations totheir environment, specific differentiation of learning materials or special equipment inorder to access the curriculum. This section is also relevant for those pupils whohave visual impairment and additional disabilities.

Provision for pupils with VI and its impact on design


The following may be necessary to support pupils with VI in a mainstream school:

• a vision-testing area based in a quiet room where there is a dimension of atleast 6 m on the diagonal

• a 56–60 m2 class base with sufficient space for learning aids and equipment,as well as teaching or specialist-support assistants (45–54 m2 refurbished classbase in an existing school will be sufficient for 8–10 pupils)

Smaller rooms can be used as follows:

• a small-group room (10 m2) for learning support

• a small-group room (16 m2) for discussions and role play

• a space for preparation (10–16 m2) and technical work

• a resource store (6–10 m2)

Resourced provision

This may include one or two class bases in a mainstream school, for timetabledlearning support for 10–12 pupils. Typically, there may be:

• two class bases (55–65 m2) for learning support including mobility training (or36–54 m2 for refurbished rooms with smaller pupil groups)

• a small-group room (10 m2) for learning support

• a small-group room (16 m2) for group teaching and discussions or role play

• a technician’s room (16–20 m2)

• storage for resources (6–10 m2)

• a sensory dark room (12–24 m2) for light-tracking and training for coordinationskills which may enable use of ICT

Special schools (broad-range)

5 RNIB, 2003.


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Most pupils who have a visual impairment will be encouraged to use whatever isavailable of their residual sight and to develop their other senses (hearing, touch,taste, smell and kinaesthetic awareness) to promote their abilities for communication,learning, mobility and independence. The spoken word, auditory cues, tactile and

hand-on-hand approaches are all beneficial as learning approaches.

Some pupils who have visual impairment develop heightened sensory awareness toauditory and tactile environmental cues. They can detect changes in the resonanceof spaces due to their different materials, changes in floor finishes, tactile symbolsand other stimuli or aromas. All of these facilitate orientation and mobility. The designof the school environment should support this.

It is essential that advice is obtained from a VI specialist and a mobility officer so thatpupils’ needs can be met in both the class base and the general environment of theschool. It is good practice, wherever practicable, for pupils to be consulted about theirlearning preferences.

Partially sighted pupils need a range of learning methods; these will necessitatedifferentiated materials and space for additional learning aids and large items ofequipment. For example, enlarged print materials and equipment for reproducing it,sloping desktops and bookstands to enable close viewing and facilities to allow theuse of on-task lighting (without trailing leads) may be required. A range of low-visionaids may be needed, including low-tech ones such as magnifiers and high-tech aidssuch as CCTV viewers and other ICT for text magnification, speech or sound output.

Pupils may need to be positioned favourably to see the teacher and learningmaterials. This need will vary depending on the nature of individuals’ special needsand specific learning activities so design should allow for flexible use of space.

Pupils who are blind may require a range of tactile methods of learning and will needto make optimal use of hearing. Therefore, sufficient space and good room acousticsare needed throughout the school. Access to learning for pupils who are blind mayinclude a range of approaches, for example exploration of real objects and three-dimensional learning aids, the use of raised diagrams and tactile graphics such asMoon or Braille, the use of vibro-tactile feedback equipment such as resonanceboards or sound boxes, and the one-to-one support of a pupil in learning activities byan adult.

The use of these approaches requires sufficient space. In addition, classrooms mayneed space to accommodate equipment to produce tactile graphics for pupils whouse Moon or Braille, or ICT equipment for auditory access. The successful socialinclusion of pupils who are blind will have implications for school design, especially inrelation to accessibility to recreational and play areas. Providing visual contrast,tactile trails, or cues (such as giving paths definition) assists with wayfinding, andenables participation and social integration.

A large store room with shelving will be needed for curricular resources and three-dimensional learning aids. Large print or Braille books take up considerable shelfspace (one A4 book may take up 1.8 m of a shelf as a large-print or Braille book).

Many special schools make use of multi-sensory stimulation rooms. These are

sometimes known as white rooms or dark rooms. Their uses vary and may includevisual and auditory stimulation using equipment designed or modified for thepurpose. Aspects of assessment of functional vision are sometimes carried out in


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these rooms (see Section 000, ‘Medical therapy facilities’).

A specialist technical room is needed for equipment to support Braille transcriptionand tactile-diagram production. In addition, space will be required to produce andstore learning aids and materials.

Special schools designated for pupils who have VI

A small percentage of those with visual impairment attend a special school cateringwholly for this disability.

All of the above is relevant, but group sizes may be smaller, as in special schoolsthere will more resources and equipment and specific arrangements for pupils whoare blind. Specialist advice should, therefore, be obtained at the briefing stage.

Impact on design

For all pupils, safety considerations should be reviewed to avoid trip and impacthazards, protruding elements and the proliferation of cluttered spaces.

Designing to assist wayfinding and accessibility for VI will involve:

• use of coloured stripes, tactile cues, signs and symbols, and tactile maps inreception (it should be borne in mind that these may need to be of a temporarynature and need to change during the life of the school)

• different ‘sounders’ for lesson changes and alarms for emergency escape

• manifestations ( i.e. visual markers) on large glazed areas

• speech/voice announcements in lifts

• colour contrast which provides sufficient tonal contrast, for identifying

changes between wall and floor surfaces, changes in level, stairs and lifts, anddoors and door furniture

Providing visual tonal contrast of objects, materials and surfaces finishes is importantfor all situations. High chroma bright-colour contrast may be appropriate for situationswhere pupils have severe visual impairment. Avoidance of excessive stimulation withstrong colours will assist where there are conflicting needs (e.g. pupils with epilepsy,autism, or hearing impairment).

Provision of good-quality low-glare natural and artificial lighting, and effective meansof controlling the levels of lighting using blinds and adjustable or dimmable controlsshould be made. It is also essential to:

• make provision for safe cabling routes for task lighting to allow for their usewithout trailing electrical leads

• allow cable management to furniture

• avoid or give clear indication of the presence of hot surfaces and havecontrols for hot-water temperatures

A good-quality acoustic environment should be provided to allow for

• minimal distortion of sound

• good speech intelligibility

• the use of auditory aids


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To limit the effect of background noise, heating systems should be silent andsolutions to ventilation which are silent should be sought.

Ref.: Educational Provision for Blind and Partially Sighted Children in Britain in 2002 (RNIB,2003).

2.4.3 Multi -sensory impairment (MSI)

Pupils who have multi-sensory impairment have a combination of visual and hearingdifficulties. They are sometimes referred to as deaf-blind, but may have someresidual sight and/or hearing. Many also have additional disabilities, but theircomplex needs often mean that it may be difficult to determine their intellectualabilities. The impact of such dual-sensory impairment affects:

• access to sensory information

• social interaction and communication

• mobility

• conceptual development

• anticipation and choice making

• learning strategies

As a result, pupils may have greater difficulty in communicating and accessing thecurriculum and the physical environment than those with either visual impairment orhearing impairment. The combination of complex needs results in a unique pattern oflearning difficulties.

Pupils will need a high level of support provided both by school-based staff and a

range of visiting professionals. Their developmental programmes should reflect amulti-disciplinary approach, including contributions from an appropriately skilledoccupational therapist, physiotherapist, speech and language therapist, educationalpsychologist, teacher of pupils who have hearing impairment or educationalaudiologist and mobility officer, coordinated by a teacher of pupils who have MSI.

Facilities should therefore be designed which promote this multi-disciplinary practice. A few pupils may use Braille or Moon but most pupils require individually adaptedand augmented forms of communication, making use of real objects associated withactivities, and visual or tactile identifiers or symbols.

Many pupils who have MSI need space for supportive seating, standing or lyingequipment, ICT equipment to support access to learning and to receive the one-to-one support of an adult to provide access to activities and to support inclusion.In addition to access to a broad and balanced curriculum, pupils who have MSI willneed facilities for:

• multi-sensory stimulation

• hygiene and personal care

• therapy support (this may include hydrotherapy)

• assessment of functional vision and hearing

• appropriate technology and acoustic considerations to support hearing needs


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Provision for pupils with MSI and its impact on design

Provision to meet the needs of pupils with MSI is usually made in special schools. Inaddition to considering the design notes for VI and HI, there are particular issues

which are relevant for MSI and which are set out below:

Pupils often have some useful hearing or vision, but do not function

bb77 designing for pupils with sen

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