PSN Issue
There are several design
strategies that can be implemented into K-12 school settings that aid children
and teens with autism and other special needs to be more successful during
their learning years. While there
are design guidelines required by the Americans with Disabilities Act (ADA)
such as ramps, handicapped-accessible bathrooms and stair railing extensions,
there are other non-regulated improvements that greatly increase the ability
for children with special needs to learn more successfully. I have broken them down into the
following areas:
1.
personal and social space
2.
distraction inhibitors
3.
durability of materials
4.
time out rooms
5.
acoustics and other auditory issues
6.
colors, patterns and tactile issues
7.
outdoor spaces, security and independence issues
8.
technology and multimedia applications
First, students with special
needs often have difficulty with a clear understanding of the personal space
requirements between themselves and others. This misunderstanding can lead to
intense conflict. As children, we
learned how to take turns and to understand the distance we should stand away
from people depending upon our familiarity with them. We also learned how to
appropriately react when others entered our personal space. Many children with special needs are
not aware of this social dance. They frequently come too close to others,
causing an invasion of privacy and discomfort leading to a feeling of disrespect
or an explosive event. School spaces can be designed, and objects can be
placed, in such a way to reduce the potential for “path crossing”.
Corridors and student work
areas should be made wider than required.
Student desks and frequently-used stations or
objects should be positioned in such a way to reduce conflict.
Many children with learning
disabilities struggle with attention issues. The following design solutions
specifically help to reduce distractibility. In placing classrooms across a
corridor from each other, the entry doors should not directly align, thus
eliminating a visual connection between the rooms. This also helps reduce noise transfer.
Consideration should be
given to the placement of windows within each classroom. If windows are held higher, such that
when students are sitting down they cannot see motion outside, this will help
reduce distraction, yet still allow for natural lighting. Also, the amount of
glass within the entry door to each classroom should he minimized to reduce the
opportunity to see movement outside the classroom.
The heating and cooling
system should be designed so that the temperature in each
classroom can be controlled separately to allow the teacher to create the most
comfortable environment for her students. Appropriate lighting should be selected
to eliminate glare and flickering. Finally, each classroom should be ideally
sound isolated from the adjacent spaces.
Emotional
Disturbance (ED) issues, such as intermittent explosive disorder or bipolar,
can cohabitate with other disabilities. The need, therefore,
exists to use durable materials in these school settings.
The following materials can
be selected for increased durability - color-thru floor linoleum tile and
stained concrete floors; wall protection panels, linoleum wall panels, spray-on
durable paints and corner guards; impact resistant drywall, plywood sheathing
under drywall, and concrete block. Today’s materials include creative colors,
patterns, and textures and can be combined to create a warm, colorful and
inviting environment.
At times, students with ED
issues also require time-out rooms to allow the child or teen to regain
self-control during periods of outburst. These time-out rooms must be durable
and ideally sound isolated. Most importantly,
these spaces should be separated from the public areas of the school so as to
provide the isolated child with greater dignity.
When friends walk by, there
is a sense of shame that the secluded student feels. In addition, the distractions that occur to other students
in the adjacent corridor are great. The solution to this is to locate this room
for privacy. This removes the audience from the isolated individual and removes
the disruption from others in adjacent spaces.
General sound levels can
create learning problems for students with auditory issues. Sensory bombardment
and inappropriate noises can trigger inappropriate actions. White noise from mechanical and
electrical systems can interfere with a child’s ability to properly process sound.
Design solutions that can assist in managing sound levels include installation
of sound absorption materials as wall or ceiling panels, installing carpet in
selected areas, placing rubber balls on the bottom of furniture legs, hanging
baffles and banners within the classroom, utilizing fabrics on furniture, and
installing airflow silencers.
Students with visual
sensitivities must be considered when selecting finishes. Colors, patterns, and
contrast can create problems with sustained attention. Minimizing the offending stimuli can
help improve some students’ ability to perform successfully. For other
spectrums, however, bright colors offer successful simulation and help draw
focus. Patterns can be used to
help guide students through a space by clearly defining circulation paths.
Multi-sensory stimulation can also assist with sensory-deprived brains and is
shown to improve sociability amongst some individuals. Finally, cheerful colors eliminate the
users’ and visitors’ impression of institutionalism, which is of utmost
importance in building esteem for these kids.
Outdoor areas can provide
students the opportunity to explore social contact as well as places to be left
alone. Security is important to
assist in defining boundaries and providing safe playground environments.
Playground areas can be designed to stimulate and provide physical
opportunities for children with gross motor skill challenges; wider openings
between play structures can allow for easy access and support personal space
needs; equipment can be designed to be sensory rich; hardscaped
areas should be covered with rubberized materials for safety; ramps can connect
to structures and climbing equipment can be made lower to permit the
physically-challenged opportunities to participate in play activity; outdoor
activities such as landscaping can provide physical challenges and assist in
developing vocational skills; landscaped paths can help define edges; and
secluded areas can provide safe distances from people whose voices and
activities could over-stimulate.
Lastly, the most exciting
change to the classroom environment for students with special needs is the
development of innovative technology and multimedia. These creative tools have
rapidly accelerated their learning and communication abilities. By implementing
interactive technology, school programs can successfully support collaboration,
communication and engaged learning.
In
closing, it is of utmost importance for the school designer to understand the
specific intricacies of the special needs students for
whom the environment is being designed.
Every spectrum has unique challenges that are best served by
environments specifically designed for the complexities of that disability.
About
Cathy Purple Cherry, AIA, LEED AP
Cathy
Purple Cherry, AIA, LEED AP, Principal and Owner of Purple Cherry Architects,
is the mother of an 18-year old on the autism spectrum and the sister of a Down
Syndrome brother. Through her lifelong interactions and observations of her
brother and son and her educational advocacy for her son, she has an acute
awareness of relevant triggers and environmental issues that impact individuals
with disabilities. For more
information, visit http://www.purplecherry.com.
Disclaimer: All information on this site is of a general nature and is furnished for knowledge and understanding only.