DOCUMENT RESUME

ED 031 022 EC 004 162

By-Yuker, Harold E.; And Others
The Modification of Educational Equipment and Curriculum for Maximum Utilization by Physically Disabled
Persons; Design of a School for Physically Disabled Students.
Human Resources Center, Albertson, N.Y.
Spons Agency-Office of Education (DHEW), Washington, D.C.
Report No-HRS-8
Pub Date 68
Note- 53p.
EDRS Price MF-$0.25 HC-$2.75
Descriptors-Architectural Elements, *Architectural Programins *Building Design, Chalkboards, Classroom
Design, Corridors, *Design Needs, Dining Facihties, Doors, Equipment Storage, *Exceptional Child Education,
Floonng, Library Facdities, Lightirs Parking Areas, *Physically Handicapped, Recreational Facilities, Sanitary
Facilities, Science Laboratories, Swimming Pools
Elements of modified school design for the physically disabled are considered,
including mobility, classrooms, science laboratories, applied skill areas, the library, the
swimming pool, and sanitary facthties. Also discussed are the cafeteria (food service,
seating, and other considerations), recreational areas (play grounds,
gymnasium-auditorium, and auditorium), closets and storage areas (clothing storage,
lockers, and supplies and equipment storage), and parking areas (parking lots and
loading areas). (JD)

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Harold E Yuker
Joyce Revenstxt
John F. Fracchia

1968

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 HUMAN RESOURCES STUDIES

workers
*1. Slipyan, A. Scope of study of the history and changes in disabled
functionetitive industrial conditions, 1958.
worker at
*2. Yuker, H. E. Taylor, E. J. , & Viscardi, H. Jr. The disabled
,
1958.
Abilities, Inc. , a study of some of their characteristics,

*3. Cambell, W. a. Leizer, R. R. & Yuker, H. E. Istuluf th_eaula-Aabilja

of disabled workers, 1958.

*4. Slipyan, A.
eluding a
&
stietitive induse
Yanover, R.

matic paraphlgic, 1959.

R. Continuing medical research programs, in
trau-

Block, J. R. , & riampbell, W. J. A scale to measure atti-

*5, Yuker, IL E. ,
tudes toward disabled persons, 1960.
Disability types and be-
6. Yuker, H. E. I Block, J. R. , & Campbell, W. J.
11..p..,y2;_or, 1962.

Block, J. R. , & Younng, Janet 11. The measurement of atti-

7. Yuker, H. E. ,
tudes toward disabled persons, 1966.
Modifications of Educational Equipment
Five monographs dealing with The PlIvsicallyDisabledPersons are pub-
and Curriculum for Mnimum Utilization b
lished as Studies 8 - 12.

8. Design of a School for Physically Disabled Students.

Physically Disabled Students.
9. Educational and School Equipment for
Students.
10. The Transportation of Physically Disabled

11. Staffing a School for Physically Disabled Students.

Physically Disabled Students.
12. Curriculum and Instructional Techniques for

*out of print.
 U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE

OFFICE OF EDUCATION
-IUMAN RESOURCES STUDY NUMBER 8

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE

PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS

STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION

POSITION OR POLICY.

The Modification of Educational Equipment and Curriculum

for Maximum Utilization by Physically Disabled Persons
Grant #2644

Design of a School for Physically Disabled Students

Harold E. Yuker
,
Joyce Revenson
John F. Fracchia

1968

The research reported herein was performed pursuant to a grant with the Office of Education, U. S.
Department of Health, Education, and Welfare. Contractors undertaking such projects under Govern-
ment sponsorship are encouraged to express freely their professional judgment in the conduct of the
project. Points of view or opinions stated do not, therefore, necessarily represent official Office of
Education position or policy.

HUMAN RESOURCES CENTER

ALBERTSON, NEW YORK 11507
 FOREWORD ;

This present series of monographs represents a significant departure in

the publications of the Human Resources Center. Up to this point the Center's
monographs have been descriptive and attitudinal studies concerning the disabled
worker. In contrast to these, the present series of five monographs are reports
relating to the education of severely physically disabled children.

Although these reports have a wide perspective they focus on Human

Resources School. This school has been one of our most successful experiments.
We feel that it is important to provide others with information about the school,
as well as information about other major successful attempts at educating
physically disabled children. This series of monographs attempts to integrate
the available information in this area.
1
The United States today is placing more emphasis upon bett er education
for all. With this emphasis, the education of the severely disabled child, for-
merly considered homebound, has become increasingly significant. It is our
hope that the information contained in this series will contribute substantially
to the improvement of the quality of education offered to disabled children through-
out the United States and the world so that they can become independent and pro-
ductive citizens.

Henry Viscardi, Jr. , LL. D. , L. H. D.

President
Human Resources Center

iii
 ACKNOWLEDGEMENTS

This series of monographs on the education of the severely disabled child

is the result of the contributions of many people. Special recognition must be
given to the faculty of Human Resources School for their important advice and
meaningful criticisms, and the Human Resources research staff for their con-
tinuous cooperation. Without the help of all of these people, this series would not
have been possible.

The authors would like to thank Dr. J. R. Block, Frank D. Gentile, Janet
Younng, and Martin A. Feldman for their active contribution and guidance in the
preparation of this study.

iv
 r

PREFACE

The purpose of this series is to provide a comprehensive source of infor-

normal
mation pertinent to the education of physically disabled, intellectually
to provide
children. The information presented should help those concernedis to stimu-
these children with an excellent education. A secondary purpose
dis-
late educators to think about problems that arise in educating physically
abled children, and to attempt to formulate their own solutions to these prob-
lems.

These publications are designed to fill a need for information about the
has been
education of physically disabled children. This need for information
school
expressed by everyone from the school superintendent and the local
board to the classroom teacher and the physical and occupationalWhiletherapists.
many
The information explosion has not yet reached into this area.
these
persons have worked out ingenious solutions to problems that arise, Some-
solutions have not been publicized. There is a lack of communication.
few people bnow
one, somewhere has probably solved any given problem, but special educa-
of the solution. Ultimately the regional curriculum centers in
tion will provide this information. In the interim, the
present series has been
designed to "spread the word. "

Thus, these publications are designed to serve as a preliminary, concise

handbook of information about the education of physically disabled children.
special
They present information about a wide variety of topics of interest to
of sources. Much
educators. The material has been obtained from a number Over 800
of it comes from a relatively extensive review of the literature.
i

i
Other information came
books, articles, pamphlets, etc. were reviewed.
1

from interviews with leading educators in various parts of the country. * Others ,
)
whom we were unable to visit made their contributions in writing.
i

The series of reports has been organized into five topics, each dealing
with a major aspect of the education of disabled children.
The discussion of
each
each topic includes a general introduction, a series of problem areas
The prob-
with a solution or solutions, a summary, and a list of references.
lems covered are generally those of greatest concern in the field; the ones
most apt to arise when two persons concerned with the education of physically
disabled children get together. The solution that is given is based on infor-

*The authors would like at this point to formally express their thanks to the many
the informa-
persons who so willingly shared their information with us. Much of
complete
tion and inspiration in this series stems from these persons. While a
be found
list of persons who gave of their time is not appropriate here, it can
in the Appendix at the end of each volume.
v
mation obtained from the sources described above. It represents our interpre-
tation of the thinking current in the field today. In some cases, when more
than one solution is discussed, it may indicate either that there is disagree-
ment among the experts, or that the authors disagree with the experts. In
such cases, the reader is invited to draw his own conclusions which he should
do anyway even where only one solution is given. In other instances, the solu-
tions presented represent alternatives for coping with various specific situa-
tions. The purpose of this series is as much to get people to think and come
up with their own solutions as it is to provide ready-made solutions.

The bibliography at the end of each monograph is in some respects the

most important part of the series. It lists the primary sources that provide
the important details that were omitted from the present publications. In
organizing this series a choice had to be made between breadth and depth. We
decided to attempt to present a broad picture of the education of physically dis-
abled children, sacrificing depth of presentation in the process. The depth
can be provided by use of the references.

Both the solutions, and to a lesser extent the problems are permeated by
the educational philosophy of the authors of this series. This philosophy can
be expressed as a series of assumptions:

1. Good education is defined in terms of external criteria, and is

judged according to these criteria. The principal goal is providing maximal
educational opportunities to each individual regardless of whether he is dis-
abled or non-disabled.

2. It is desirable for disabled persons to attend integrated schools

whenever possible.

3. Facilities and curricula should be planned for optimum use by all

students.

4. Specific individual needs should be provided for to the extent pos-

sible within the confines of statement #3.

5. Many of the special adaptations for disabled students can be useful

for non-disabled students as well.

It is realized that some of these assumptions are arguable and their

pros and cons are discussed in the series. Nevertheless, it is important that
the assumptions be understood since they will enable the reader to discount
some of the biases that appear throughout the series.

vi
 CONTENTS

iii
Foreward
iv
Acknowledgements
v
Preface
1
Introduction
4
Mobility
11
Classrooms
16
Science Laboratories
18
Applied Skill Areas
19
Library
22
Cafeteria
22
Food Service
23
Seating
23
Other Considerations
24
Recreational Areas
24
Playgrounds
25
Gymnasium - Auditorium
26
Auditorium
27
Swimming Pool
30
Sanitary Facilities
34
Closets and Storage Areas
34
Clothing Storage
35
Lockers
35
Supplies & Equipment Storage
Parking Areas 37

Parking Lots 37

Loading Areas 38

References 39

Appendix 41

viii
 INTRODUCTION

One of the major problems facing the physically disabled child attempting
to complete his formal education centers around architectural barriers which
prevent access to both conventional and special education facilities. This
monograph will focus on a number of recommendations that have been reported
in the literature and/or have been used with success at Human Resources
will be implicit
School. There are a number of basic assumptions which
throughout the discussion and certain concepts will be repeated in the interest
of clarity and emphasis. At this point it may be useful to review some of the
more basic ones.

Most contemporary experts in the field of special education recommend

opportunity for inde-
that the physically disabled child be afforded as much
pendent behavior as possible. This is not only desirable in terms of the de-
velopment of an adequate self-concept, but has certain obvious economic ad-
vantages as well in terms of reduction in number of staff and effective utiliza-
tion of personnel. There is some disagreement among
experts in this field in
terms of the most effective means of accomplishing this goal which appears
occasionally in this monograph and in actual practice as well.
The source of
disagreement among experts in the field rests largely upon the degree to which
be modified or
special facilities should be provided. Existing buildings may
independence than
new structures may be planned to provide a higher degree of
plans
is found in contemporary structures. Some of these modifications or
will pro-
may be executed with minimum expenditure, and at the same time,
mote maximum degree of independence. Some are likely to be quite expensive
and could be justified only with a large number of physically disabled persons
It has been
making use of such facilities who cannot function without them.
argued at points throughout this monograph and in other publications from
plant shouldbe kept to
Human Resources Center, that modifications to physical
individual
a minimum. This argument is based upon the fact that once the
leaves the special facility (an implied desirable goal) he will have to, learn to
function in a world that is not modified. It is recognized that some modifica-
tion may be necessary as an intermediate step in adjustment to a conventional
but pro-
and perhaps poorly designed world for the physically disabled person,
later the individual
posed modifications should consider the fact that sooner or
independently without such
will have to operate effectively, productively, and
buildings should not
aids. Certainly architectural plans for public and private Frequently such
be developed without planning for the physically disabled.
planning makes the structure more accessible for physically normal persons
with temporary disabilities, and the aged, and may generally ease movement
throughout the facility (e. g. movement of heavy equipment on dollies). On
the contrary, members of the staff at Human Resources Center have argued
in public forums and in professional and lay journals that architectural plan-
ning should consider the needs of the physically disabled person (especially
those confined to wheelchairs) and that such plans need not be either inefficient
must learn
or unattractive. The argument is that physically disabled persons
to be able to function effectively in the conventional world not that the conven-
tional world should remain inefficiently designed forever.

Other experts in the field have suggested that there is no compelling

they
reason for accepting limitations in the design of facilities. In many cases
have recommended what are essentially minor modifications which help the
disabled person to function more effectively. Many of these have not been in-
corporated in the design of Human Resources School because the staff felt that
the gains to be realized through the use of such modifications would not offset
the possible development of dependence on such artificial aids.

This monograph has attempted to include samples of each philosophy in

an effort to be relatively comprehensive and permit the reader to make a
reasonably intelligent choice.
facility
The primary considerations in the design of physical plant in a prin-
serving large numbers of disabled children or adults focus on four major
physically disabled
ciples. One is the range of movement available to most
people. This includes limitations in range of movement resulting from specific
physical disabilities as well as those resulting from confinement in a prosthetic
influence the
or orthotic device such as a wheelchair. These considerations
distances between objects and/or the height of placement. The second major
consideration deals with the strength of the physically disabled subject. In
general it can be assumed that physically disabled people have less physical
strength than physically normal ones. As a result, design of certain units
particularly those which move (e. g, doors) should include consideration of the
weight involved and the nature of the movement required (e. g. pusn vs. pull).
These considerations may be dealt with either through the material used in
construction, or with mechanical devices such as hinges which can reduce the
physical strength required for manipulation. Third, the dimensions of pros-
thetic devices, especially wheelchairs must be considered. This would include
such factors as the turning radius of an individual chair, and number of wheel-
chairs likely to make use of the facility at any given time. Such considera-
tions will influence the amount of space devoted to any particular sub-unit of
prosthetic devices including
the facility. Finally, due to the fact that many
wheelchairs, braces, and crutches are made of hard materials, the design of
these devices
an attractive as well as an efficient facility should consider that
may scratch or mar furniture, walls, and doors. As a result, provisions
should be made to consider the use of materials that show minimum signs of
wear and tear.

It is the contention of the staff at Human Resources Center that sound

architectural planning can produce attractive, efficient, and economical physi-

2
 cal facilities which may be used effectively by both physically disabled and
normal persons. This monograph will attempt to describe some modifications
to existing structures and to provide some general guidelines for the planning
of new ones.

/4

3
 MOBILITY

According to Mackie (1952-1953) one way of establishing a sense of inde-

pendence for a disabled child is to provide him with an environment in which he
can move about with minimum help from others. Architectural barriers en-
countered in most conventional school buildings create difficulties for students
who are confined to wheelchairs and litters. Even the child who uses crutches
may encounter restrictions in a traditionally designed school.

The major consideration in designing a special facility for the disabled

child can be expressed in terms of those mobility limitations imposed by a
wheelchair. Tucker (1964) specifically notes that dimensions and turning
radius must be considered as well as limitations in the range of motion of per-
sons confined to wheelchairs. Detailed specifications describing these factors
are provided by the American Standards Association (1961) and Goldsmith
(1963). When designing buildings to be used by children, average dimensions
cited in these sources may require modification as a function of the age group
involved.

Figure 1 shows a lowered public telephone booth.

Fig. 1. A lowered public tele-

phone booth for use by the
disabled should be located in
the building.

4
 Whenever possible the ground around the site of the facility should be
graded, so that it is level with the building entrance thus eliminating the need
for ramps. In planning a new building, the generally recognized dictum, "the
best ramp is no ramp" should be kept in mind. However, if geographic fea-
tures of the site prevent or preclude ground level entrances or if an older
building is being modified, the use of ramps is indicated. The following repre-
sent the essential criteria for ramps collected from-a number of major sources:
American Standards Association, (1961); Goldsmith, (1963); National Research
Council, (1965); State University of New York, ( 1967 ); Tucker, (1964).

1. The maximum slope should be a 1 foot rise over a 12 foot run for
unaided use by adults and 1 foot over 20 foot for young children.

2. For two-way traffic, curbed aisles each about 30 inches wide, di-
vided by hand rails are suggested with the curb at least 2 inches high and 4
inches wide as a safety factor in case of loss of control.

3. Handrails at a suitable height for the age groups using the facility
should be provided on both sides of the ramp.

4. The ramp surfaces should be of a ncn-slip material such as broom

finished concrete.

5. Level areas at the foot and top of the ramp as well as rest areas
for long ramps or ramps that turn should be provided.

The physically disabled student should be able to move independently and

safely along key routes outside the building or between buildings. Barriers
such as high curbs and manhole grates should be avoided. The pavement
materials for major circulation routes should be fixed and firm with filled
joints and not slippery when wet. The following criteria for walks are
suggested:

1. The maximum gradient should be 1 foot in 20 feet, with level rest

areas for long stretches.

2. There should be a continuing common surface, uninterrupted by

steps or abrupt changes in level.

3. The minimum width should be 4 feet with preferred values of 4

feet 6 inclhes to 5 feet.

4. As in the case of ramps, walk surfaces should be constructed with

a firm, non-slip material, such as broom finished concrete.

5
 5. Intersections with curbs and roadways can be handled in any of the
following ways which are listed here in order of preference and safety:

a. curb cut and walk ramped to curb level.

b. continuing the line of the curb and providing a short ramp.

c. inclining the pavement gradually to the level of the road sur-

face. This latter approach may provide a hazard to the blind
since he does not have the conventional cues of approaching
intersections and roadways.

6. Gratings should have a maximum opening of 3/4 inch square with

manhole or access covers flush with adjacent pavement or road surface. The
best solution would be to avoid locating such obstructions or hazards in major
traffic areas used by pedestrians.

After providing for mobility around buildings as well as to a major

entrance, some consideration must be given to the design of doors and door-
ways. The type of door used will depend upon its location. The following
guidelines are offered:

1. The surface in a doorway should be smooth, hard, non-slippery,

without a threshold.

2. Automatic opening doors actuated by contact mat sens!mg devices

are recommended at the major entrance. Automatic sliding doors are not
recommended since the doors cannot be manually operated when the power
fails. Time delay mechanisms are considered hazardous since the speed of
movement of disabled persons is likely to be so variable that a single auto-
matic time control would be inappropriate.

3. The clear opening in a doorway (including any space taken up by

the door itself) should not be less than 30 inches. Some authorities suggest
other minimum values. The American Standards Association (1961) suggests
2 feet 8 inches and the State University of New York (1967) suggests 3 feet.

4. Both sidehung and sliding doors can be used by the physically dis-
abled if they are properly located and equipped with appropriate hardware.

5. Revolving doors and single or double leaf doors are hazardous and
should be avoided.

6. Doors should have a clear glass panel to avoid accidents. The

door should have a panel starting no less than 3 feet from the floor for a full ,

6
window or have a narrow 6 to 8 inch wide strip of safety glass starting above
the kick-plate and extending upward along the free swinging edge to a point
about eye level for a standing person.

7. Door handles should be positioned not more than 3 feet 6 inches

from the floor with a preferred height between 3 feet and 3 feet 3 inches.

8. Lever handles are preferred, especially for those with weak or

prosthetic hands, although large, knurled knobs may be used. Auxiliary door
pull handles may be used as an aid to wheelchair users. Experience at Human
Resources School has shown that lever handles are best since they do not re-
quire strength and are assisted by gravity.

9. Doors should be equipped with kick-plates 16inches high to prevent

damage and marring from wheelchair footrests, crutches, canes, or other
prosthetic devices.

10. Doors should be recessed to permit them to open without protruding

in corridors and creating hazards (Salmon & Salmon, 1959).

11. The floor on the inside and outside of each doorway should be level
for a distance of 5 feet from the door.

Figure 2 shows a wide automatic doorway activated by a contact mat

sensing device.

The corridors and hallways in a facility serving the physically disabled

should be eight feet wide to allow for the simultaneous passage of two wheel-
chairs. Smaller or access hallways need not be as wide as the main passage-
ways but should allow for the complete revolution of a wheelchair which usually
requires five feet. There has been some controversy as to whether or not
handrails should be used in school corridors. Schoenbohm (1962) feels that
handrails are essential while Wirtz (1965) feels they may act as a deterrent in
a child's learning to use his wheelchair or crutches properly. While eachposi-
tion has merit, experience at Human Resources School indicates the elimination
of handrails in corridors has encouraged independence and proper use of
prosthetics and more closely approximates the conventional facility.

It is essential that floor surfaces have satisfactory non-slip properties

(American Standards Association, 1961; Goldsmith, 1963; National Research
Council, 1965). This can be achieved either by using materials such as rubber
and vinyl tiles or avoiding highly polished finishes and employing non-slip waxes
on standard floor materials. Materials that become slippery when wet should
be avoided, particularly in vestibule and entrance hallway floors. Figure 3
shows a wide hallway with a non-slip floor surface.

7
 Fig. 2. Automatic opening
doors are actuated by contact
mat sensing devices at major
entrances. The doors are
equipped with clear glass
panels for safety.

While it would be most desirable to eliminate stairways in a facility

serving the physically disabled, obviously this is not always possible as site
space limitations might dictate high rise construction in new buildings and al-
ready existing facilities might be multi-level. Scheduling classes that include
physically disabled on the first floor of a multi-level building, whenever pos-
sible, can solve some mobility problems. However, beyond this, provisions
must be made to increase the mobility of the semi-ambulant. For the semi-
ambulant stairways can be designed to minimize safety hazards. The most
comprehensive sources of information in this area are Goldsmith, (1963) and
Yuker, Cohn, & Feldman, (1966).

Such staircases should have the following characteristics:

1. Adequate illumination

a. natural lighting not less than one per cent daylight factor
(Goldsmith, 1963).

8
 i

Fig. 3. Major corridors and hallways should be wide enough to allow for
two-way wheelchair traffic. The floor should be covered with a non-slip
surface material.

2. The preferred height of each rise should be not more than 6 inches
and the depth not more than 11 inches (Goldsmith, 1963).

3. A non-projecting chamfered nosing is recommended (American

Standards Association, 1961; Goldsmith, 1963; National Research Council,
1965; State University of New York, 1967).

4. All surfaces should be non-slip.

5. Handrails 32 inches high as measured from tread at the face of the

riser, or dual handrails at heights appropriate to the age groups being served
should be provided (American Standards Association, 1961; National Re-

9
search Council, 1965; State University of New York, 1967).

6. One handrail that extends at least 18 inches beyond the top and bot-
tom steps should be provided (American Standards Association, 1961; Gold-
smith, 1963; National Research Council, 1965; State University of New York,
1967).

7.Handrails shouldbe easy to grip with a diameter of 1-3/4 to 2 inches

and be located 1-3/4 inches from the wail (Goldsmith, 1963).

The wheelchair bound individual obviously requires an elevator for mo-

bility within a multi-level building. Essential features of elevators that will be
used by physically disabled persons include:

1. An unobstructed clear space of at least 5 feet in front of the ele-

vator door (Goldsmith, 1963).

2. A minimum clear opening of 2 feet 8 inches (Goldsmith, 1963).

3.Doors with safety or sensitive edge to stop and re-open obstructed

doors (Goldsmith, 1963).

4. Automatic closing doors that remain open at least six seconds with
level.
seven seconds preferable and eight seconds desirable at ground floor

A door closing speed of not less than three seconds with a prefer-
5.
able minimum of three and one-half seconds.

6. The elevators should be automatically self-leveling and must stop

precisely at floor level (Goldsmith, 1963).

7. While car platforms 3 feet wide by 4 feet 3 inches deep have been
successfully used (Yuker, Cohn, & Feldman, 1967), a minimum internal size
of 3 feet 6 inches wide by 4 feet 11 inches deep is suggested by Goldsmith
(1963). To allow for a wheelchair to be turned, an
additional 1 foot in the
width of the cab is suggested.

8. For wheelchair users the controls should be easy to manipulate

and be no higher than 4 feet 5 inches above floor level.

The usual safety features naturally are included and should be

9.
placed at an accessible height.

10
1
i CLASSROOMS

Careful planning of clas3room layout is essential in every school and cer-

tain basic features of efficient design are common to the education of all types
of students. There are certain variations, however, which must be considered
for disabled children. These modifications may vary according to the nature of
the disabilities served and the children's ages.

1. The size of classroom areas ona per pupil basis in a school includ-
ing disabled students should be larger than in a conventional school. There
must be sufficient space in the classroom for maneuvering wheelchairs, for
walking with crutches, for extra items of equipment, and for wheelchair stor-
age in those cases in which the child can comfortably seat himself on a chair.
It has been suggested that at least one third more space is required for physi-
cally disabled students in comparison with non-disabled children.

The average classroom for disabled students should be designed to

accommodate not more than 15 students (Educational Research Services, 1963).
For grades one through six, classroom minimum dimensions should be 24 feet
by 30 feet. For higher grades the classroom space requirement for 15 pupils
is 24 by 24 feet. Schoenbohm (1962) disagrees with the optimum class size
suggested here and recommends that the class size should range from 8 to 12
children. Wolf (1967) suggests somewhat larger minimal values. He recom-
mends 60 square feet of floor space per child to allow for movement of wheel-
chairs, walkers, and other equipment.

With regard to room shape, Wirtz (1965) claims that classrooms

should be closer to square than rectangular shape to r wide adequate aisk.
space. Aisles should be at least 4 feet 8 inches wide to permit two wheel-
chairs or two pupils using crutches to pass safely, and to provide slightly
more space than usual for getting in and out of chairs (Educational Research
Services, 1963).
i
2. The placement and location of windows and doors, the ventilation
system, lighting, etc. are often the same for disabled and non-disabled stu-
dents. However, a few changes which should be considered in designing facili-
ties for physically disabled students will be mentioned here.

In designing a new building, plans should be made for two doors in

each classroom. One should lead in from the hall and a second, lead out of the
building. This is important for safety or in case of fire or emergency and is
suggested in consideration of the congestion that can be caused by several
wheelchairs frying to get through a single door. The exterior door should be
equipped with horizontal push bars (panic bars) in conjunction with suitable

11
roller catches so that a person in a wheelchair can open the door with ease.
The panic bar should be set at a height of about 32 inches. Figure 4 shows an
exterior classroom door equipped with a panic bar.

Fig. 4. Exterior doors should

be equipped with panic bars
for easy opening by a person
in a wheelchair.

All electrical switches should be conveniently located. Where ad-

jacent to doors, switches should be the same level as door handles at a height
of between 32 and 42 inches above floor level (Goldsmith, 1963). It has also
been suggested that light switches be at the lock side of doors (Educational Re-
search Services, 1963). Electrical outlets should be placed in unobstructed,
easily accessible positions, at a height of between 27 and 32 inches above floor
level (Goldsmith, 1963). A minimum of two duplex electrical outlets per
teaching station is suggested to permit full ase of electrical teaching aids.

In any school it is desirable to provide as many windows as pos-

sible especially if the school is located in an interesting setting. If floor
length windows are used, Schoenbohm (1962) suggests that a railing in front
of the window be installed to prevent disabled children from falling or stumbling

12
 !

edge of each
into them. It seems preferable, however, to have the lower stor-
window 12 to 14 inches above ground level and to provide window sills or
window
age beneath them. Most wheelchair bound children can see through a
classroom
which is as much as 24 inches above floor level. Figure 5 shows a
window located at an appropriate height for wheelchair individuals, with stor-
age cabinets below.

Fig. 5. Classroom windows should be placed at appropriate height for

wheelchair students. Cabinets for storage space may be provided below
the window.

Indirect lighting is recommended for use in classrooms to elimi-

nate glare. According to Schoenbohm (1962), general classroom activities may
be conducted under as little as 30 foot candles of lighting but 50 foot can-
foot candles of light
dles is usually suggested. Optimally, from 125 to 175
should be provided as is done at Human Resources School (Better Light Better
Sight News, 1966).

At Human Resources School well-distributed iighting is available

through rows of three-lamp fluorescent fixtures. Most teaching areas are
11-

13
luminated by three parallel rows of these fixtures bringing lighting levels to
125 foot candles.

The utilization of below window radiators has been most successful

at Human Resources School. These units provide both hot and cool air and take
up relatively little space. They project out approximately nine inches from the
wall and each unit is under individual control. Additional temperature control
is provided by fan coil units in office areas and an air-handling unit in the audi-
torium (Better Light Better Sight News, 1966). Air conditioning is necessary
particularly for those children with cardiac conditions and respiratory condi-
tions.

3. Layout of fixed and movable classroom equipment such as black-

boards, cabinets, work counters, desks, chairs, sinks, etc. requires a few
special considerations.

Blackboards or chalkboards may be installed with the lowest edge

approximately two feet from the floor for use by seated students. Vertical and
horizontal support railings may be provided at the edges of the blackboard for
those students who can stand. Schoenbohm (1962) notes that although handrail-
ings along the edge have been suggested, the same results can be achieved by
having the chalk tray built with a strong curved edge to support smaller child-
ren without an additional barrier which wheelchair children would have to reach
over when using the board. For older children who need some support, a verti-
cal bar placed at the right and left edges of the board (so that it is convenient
for both right and left-handed children) is more practical than a horizontal
one. Some schools use vertical bars built so that they slide along the black-
board. However, this type does not offer sufficient support and stability for
children unable to stand alone. To provide better legibility and enable teachers
and pupils to use the bottom portion of the board, blackboards may taper out
from the wall at the bottom from 4 to 6 inches. They can also be hinged and
moved with a screw device as far from the wall as desired. Blackboards may
also be constructed so that they can be raised or lowered.

For younger children who will work with finger paints, clay, and
sand, running water in each classroom is useful. To be practical, a sink
should project into the room. It should be accessible from three sides and
have space underneath to permit children in wheelchairs to get closer to the
fixture. Work areas like the counters surrounding the sink should be from 24
to 30 inches in height; they should be covered with a durable and washable
formica or plastic material (Schoenbohm, 1962).

Classrooms for disabled children should provide adequate storage

areas for special equipment which they may require (Educational Research

14
 Movable equipment such as overhead projectors,
easels,
Services, 1963). Inconspicuous,
typewriters, etc. should be stored within the student's reach. and in full length
recessed storage for this equipment beneath window countersand safety reasons. In
closets with sliding doors is desirable for both aesthetic
where reference materials
a classroom for younger children, low book shelves
practical so that the children may
and other reading materials may be kept are for class-
learn to work independently. A discui,sion of furniture and equipment
Monograph #9 in
rooms used by physically disabled students may be found in
this series, Educational and School Equipment for Physically Disabled Students.

!I
 SCIENCE LABORATORIES

In most schools science laboratories have been consistently "off limits"

to the physically disabled student. Teachers and administrators fear that the
disabled student is likely to be injured in the laboratory. In many cases, poor
design of the laboratory represents the major inhibiting factor. Work stations
are frequently too high, crowded together, or completely inaccessible. Equip-
ment is difficult to reach or hard to use by other than the non-disabled. With
some thought to design, most of these hazards can be removed, greatly reduc-
ing the possibility of accidents. Human Resources School is one of the few
schools with an adapted science laboratory. Suggestions for equipping a science
laboratory that will be used by physically disabled students have been made in
Monograph #9,in this series, Educational and School Equipment for Physically
Disabled Students.

The efforts made to ensure an accessible and safe science room for the
disabled will undoubtedly result in a room that is less hazardous to the non-
disabled.

The following design considerations for a science laboratory are sug-

gested:

1. Work areas that are mounted at wheelchair height along the peri-
meter of the room. This arrangement reduces the overcrowding that usually
occurs with centrally located work stations. When the center of the room is
kept free, the space can be used as a lecture area thereby allowing the room
to be used for non-science subjects as well.

2. Sink should have the same design features as described in the sani-
tary facilities section of this report.

3. A student work area of 4 feet with 8 feet between successive sets of

gas, water, and electrical outlets, is recommended. The controls on outlets
should be easy to manipulate.

4. Storage should be provided alongside the work area and beneath

the work surface. This is necessary if students are to have access to work
areas and stored equipment.

It can be seen that a laboratory serving students with physical dis-

abilities differs from a conventional one only in respect to allowing more
space per pupil, and providing accessible work stations and storage areas.

16
Figure 6 shows the work area in a science laboratory.

\11

Fig. 6. In the science labora-

1,
'
tory the work areas should be
4..
mounted at wheelchair height
along the perimeter of the
room. Storage is provided
along the work area and be-
neath the work surface.
te

17
 APPLIED SKILL AREAS

Many applied skills such as home economics activities for daily living
(ADL) and industrial arts can provide valuable educational experiences for the
physically disabled child. Certain general principles should be followed in the
design of areas in which these subjects are taught. These include provision of
sufficient space for maneuvering by students in wheelchairs or using crutches.
Work areas and required fixtures and equipment must be set at heights and lo-
cations which are convenient, accessible, and safe.

A multipurpose room in which basic home economic skills as well as ADL

can be taught has been described and diagrammed in a report by Human Re-
sources Foun(` )n and Educational Research Services (1963). The basic plan
divides the roi into areas devoted to:
1. food preparation
2. living-dining

3. clothing-textile

4. laundry-workshop-storage

The report includes a table of working heights for disabled students in

elementary and secondary schools for a wide variety of equipment used in de-
veloping skills in home economics and activities of daily living.

A most comprehensive analysis and discussion of the kitchen area in a

home economics classroom has been provided by McCullough & Farnham
(1961). Data pertaining to work centers, storage units, cabinets, appliances,
and kitchen arrangement based on a study of 26 women confined to wheelchairs
is provided. The authors point out that although these kitchens are planned for
women in wheelchairs, the storage arrangement shown will be convenient for
everyone.

A thorough and comprehensive discussion of an ADL room may be found

in Lawton (1963). She contends that while many feel ADL can be practiced
anywhere, efficiency and encouragement are gained in a homelike atmosphere
which is planned in terms of easy reach and minimum output of energy. This
is in keeping with the concept of "modern living" in which the practical and the
attractive are combined. Lawton also presents a floor plan (including dimen-
sions) and equipment requirements for the ADL room.

18
 !

LIBRARY

In discussing the physical plant layout of a school for the physically dis-
abled the need for complete library facilities and services cannot be over-
emphasized. While this is true for all children it is particularly true for the
disabled in that reading represents an extension of their lives.

Schoenbohm (1962) suggests that library facilities for the special school
be planned much like any public school library, but with certain modifications.
Many of the library users will be in wheelchairs and their book rack levels
must be designed accordingly, and be somewhat lower than standard height.
In addition, apronless reading tables should be of the type which permit a
wheelchair to roll part way under for reading comfort.

Schoenbohm feels that while library services for the lower grades can
be provided in the classroom, a separate library is important for the older
students. He suggests that the size for a small library be 20 by 30 feet, with
areas below the windows used for shelves which children can reach easily.

The library staff at Human Resources School Zeels strongly that a central
library facility is advisable for primary and secondary grade students. Instruc-
tioninthe use of a library begins in third grade when children are taught to lo-
cate books on the shelves by using the card catalogs. By bringing the primary
school grades to the library once a week for story hour, a variety of library
materials is introduced. This is considered an important addition to the
regular classroom use of books.

In designing the library at Human Resources School the primary objec-

tive was to demonstrate that disabled children do not need extensive adaptation
of the normal environment in order to function successfully. Ground level en-
trances, widened halls and doorways and in the library, bookshelves and a card
catalog low enough to be reached by wheelchair students, are the necessary ex-
ceptions (Velleman, 1964; Vellman, 1966).

The library at the School has 1, 200 square feet of space. All walls are
interior, allowing for unbroken shelf space, but a picture window and door
provide a view of an adjacent greenhouse. The library thus avoids becoming
a confining enclosure, offering an atmosphere which opens out, rather than re-
stricts. It was felt that this is important to children who have been homebound
and who still spend much of their time at home.

The floor is covered with a commercial grade tackless carpet which fea-
tures a tight weave, looped through the back, and thin 32 oz. jute padding. The
thresholds consist of metal strips with a gripper edge instead of conventional
sills to provide a flush and level entrance into the library. Since wheelchair
1

19
bound persons may have difficulty in moving on most carpeting, this is an im-
portant consideration.

In addition to reducing the noise level to one acceptable for libraries, the
lower reflectance level of the blue carpeting used in this room also reduces
lighting requirements to about 110 foot candles as compared to 125 to 175 foot
candles used in classrooms (Better Light Better Sight News, 1966). Walnut
shelves and colorful lounge furniture grouped around a wood burning fireplace
contribute to an atmosphere of informality and comfort in the library room.
There is a quiet study corner for older students furnished with four individual
study carrels.

Although a regulation charging desk is used, the central library at Human

.rces School incorporates the following innovative guidelines in its design:

1. Storage shelf space does not exceed heights of 5 feet. Bulletin

boards and closed storage utilize upper shelf space.

2. Periodical and newspaper racks do not exceed a height of 5 feet.

3. Card catalog is on a 16 inch base and does not exceed a height of

3 feet.

4. Individual study carrels are set at 29 inch table height.

Twenty-three inch high tables are used for primary grade children.

6. Revolving dictionary stand on a 16 inch table base allows foot room

for wheelchairs.

7. Five feet of space between tables and book shelves allows passage
of wheelchairs.

8. Audio-visual and vertical file cabinets have three drawers.

9. Doors leading into library are provided with see-through panels,

lever handles rather than lmobs, and kick-plates.

10. Electrical outlets in individual carrel areas permit the use of elec-
rical teaching aids.

It must be stressed that a spacious floor plan should be maintained to

permit free passage of wheelchairs. Closed stacks are not as readily accessi-
ble to wheelchair students as open shelves and tend to be more conducive to
accidents,
20
 One corner of the library at Human Resources School serves as a work
area. It is partially closed off by double-faced book shelves and files. It con-
tains a formica topped table and a sink with drains at the rear corners. The
base below the sink is cut away ten inches from the floor to allow for wheel-
chairs. The upper storage unit in the work room areas has sliding doors.

21
 CAFETERIA

The design and plans for a dining hall in a school for the physically dis-
abled need not differ radically from normal cafeteria planning. The major con-
sideration inplanning for a special school is thc provision of sufficient space for
children in wheelchairs. According to the Superintendent of Public Instruction
of the State of Illinois (1961) the dining area should allow for approximately
24 square feet of floor space per disabled child.

Sehoenbohm (1962) suggests that dining facilities be small, since the

noise and activity levels usually found in large cafeterias are not conducive to
relaxation and good eating habits. This is especially important for certain
categories of disability. If the existing dining hall is large, folding doors may
be effectively used to divide the room into smaller units.

In the Illinois Hospital-School (Schoenbohm, 1962) separate dining rooms

are provided for different age groups, each accommodating about 20 children.
In the Iowa Hospital-School (Schoenbohm, 1962) there are two dining rooms,
each 24 by 26 feet. Each is equipped to handle 20 to 25 childrenand is arranged
so that one kitchen can service both.

At Human Resources School elementary level children eat in a multi-

purpose auditorium. They bring their own lunches and buy milk brought into
the school. The students eat at formica topped tables that can be folded easily
by one person and stored against the walls when not in use (SICO, Inc. ).
Lightweight folding and stacking chairs are kept under the stage area in the
room, thus providing maximum utilization of space. Secondary level students
are allowed to eat in the Human Resources Center cafeteria which is used by
the professional staff and the employees of the Center and Abilities, Inc. It is
felt that this opportunity for interaction with disabled and physically normal
adults is a valuable learning experience for the older pupils.

Food Service: The serving tray slide can usually be set at the conven-
tional height of 34 inches (although 32 inches is preferable) to make it easier
for the wheelchair bound individual to reach for plates and trays, etc. The
area between the serving tray slide and the control railing should be a mini-
mum of 34 inches wide to allow ad3quate room for wheelchairs (State Univer-
sity of New York, 1967).

Self-service beverage or water faucets can be of a standard model which

permits a glass to be placed on a counter surface while being filled (State Uni-
versity of New York, 1967).

22
 Seating: Dining hall furniture should be planned to suit the needs of
the children it will serve. Counters and tables should be accessible to child-
1

ren in wheelchairs. Tables should range in height from 22 inches for pre-
school children to 28 inches for adults (Schoenbohm, 1962). The number of
children in each age range must be considered in determining the number of
tables and chairs of each height. Although low tables increase the problem of
providing assistance when required for certain students, this can usually be
overcome by having the attendants use relatively low chairs.

Rectangular tables, not equipped with aprons, are generally preferable

to permit maximum utilization of available space (Schoenbohm, 1962).

Since many children may wear braces or use crutches which may scratch
or mar the surface of veneered or painted furniture, the chairs should be made
of durable, scuff proof materials. Schoenbohm (1962) notes that lightweight,
stacking chairs of plastic and aluminum now on the market are very practical
for dining areas.

Other Considerations: Dining areas are usually designed to include

space for storage of standard supplies such as napkins, napkin holders, sugar
bowls, etc. In a school for the disabled, extra storage space should be pro-
vided for items such as straws and bibs. There should also be provision for
space to keep special feeding equipment such as feeding boards, suction cups
and plates, special spoons, knives and forks, etc. These items are described
in greater detail in Monograph #9 in this series, Educational and Physical Equip-
ment for Disabled Students.

23
 RECREATIONAL AREAS

Pomeroy (1964) points out that facilities used for recreation programs
for physically disabled individuals can vary, as with any group, from basement
rooms to large recreation buildings containing auditorium, gymnasium, and
activity rooms. WhAever the degree of elaborateness of the facility, it should
be such that the disabled will be able to help themselves with a minimum of
assistance. Ideally, new structures can and should be designed and built in such
a way that physical barriers to the disabled are nearly or completely eliminated.
In existing buildings or recreational areas a number of modifications may be
desirable or necessary to make the facilities available to individuals with physi-
cal disabilities.

Pomeroy (1964) mentions the following common modifications in exist-

ing facilities having recreational programs for the disabled:

1. Ramps installed at entrances, exits or wherever steps would other-

wise be needed. The ramps may either be temporary or permanent.

2. Handrails, where needed, to encourage self-help and independence

of persons on crutches or otherwise ambulatory.

3. Doors large and f-P:e enough to accommodate persons in wheel-

chairs, on litters, or paraphenalia used in the program.

4. Floors and paved areas constructed of non-slip material.

The last two modifications are features that would improve any recre-
ational facility independent of the kinds of persons using that facility. While
there might be some reluctance to include handrails in a structure that is being
newly constructed, and intended for both disabled and non-disabled individuals,
the other recommendations do not appear highly unreasonable. In fact, there
is some feeling among experts that handrails, even in facilities specially in-
tended for the physically disabled should be kept to an absolute minimum in
order i,o foster independence training and reproduce real life situations.

Playgrounds: Outdoor recreational facilities, while they may appear

to be only slightly modified to the layman, do require careful planning and con-
sideration for the physically disabled. The two most important factors are
mobility and safety. Paths and play areas should be graded level with a smooth
surface for movement. Blaok top or cement paths should be considered for
movement through sandy or heavily wooded areas in order to provide access
for children using crutches and wheelchairs. In areas for court games such as

24
basketball, volleyball, and softball, cement should be avoided and black top
used, with a hard enough consistency for movemeft and soft enough for some
softening in extreme
safety. Sealant should be applied periodically to prevent
impedes
heat. Grass should generally be kept to a minimum for paths since it
wheelchairs.

A number of new materials are now available which may cost more but
Indoor-outdoor carpet could
are worthwhile for safety and ease of movement.
be considered for areas such as miniature golf. Astroturf, (Monsanto) an arti-
ficial grass which comes in various grades, could be used in playgrounds.

The surfaces around playground apparatus can be cushioned by a product

such as Voit Safety Cushion mandactured by American Machine and Foundry,
which in addition to protecting any disabled or non-disabled child from injuries
and falls, provides a surface that does not become muddy or slippery when wet.
The cushion is constructed of interlocking sections of chlorinated butyl rubber
and can be quickly assembled into any shape or size. Additionally, this product
presents no lip edge or retaining wall that can trip or be a physical barrier to
a child, as the edges are ramped so that play equipment is made easily acces-
sible to the wheelchair bound.

Schoenbohm (1962) includes the following requirements for outdoor play

areas for students with physical disabilities:

1. Access to toilet and drinking facilities.

2. Sunny and shaded areas.

3. Room for activities like digging, planting, quiet play, wheel toys,
and fixed equipment, at least 75 square feet per child.

4. Large enough for free movement.

5. Fencing with self-locking gates to preclude the possibility of child-

ren finding their way into the street.

Gymnasium Auditorium: There appears to be no reason why recre-

ational areas in a newly designed modern building, like a gymnasium or an
auditorium, should not be suitable for use by physically disabled students. As
long as the room is accessible only the particular recreational activities and
equipment used would distinguish programs for disabled and non-disabled stu-
dents. At Human Resources School (serving only the physically disabled) the
gymnasium, lunch room, and auditorium have been successfully combined in

25
a single room. Nimnicht and Partridge (1962) discourage this practice point-
ing out that "conflicts of interest between the dramatics teacher and coach and
scheduling conflicts between athletic and other events inevitably follow" (p. 60).
They suggest combining the stage with the lunchroom to form what is usually
called a "multipurpose room" to reduce conflicts, and present plans describing
how the gymnasium auditorium problem has been solved in some schools.
The writers of this monograph wish to point out that the multipurpose concept
works well at Human Resources School which has a school population of 200
children. In a school with a larger pupil enrollment while some conflicts may
occur, they are rare if an adequate schedule has been planned. The important
concept of the multipurpose room is that it can be used throughout the school
day, rather than stand idle.

Auditorium: According to Schoenbohm (1962) a separate audRorium

can be an important unit for the recreational, as well as educational develop-
ment of children. In large auditoriums with sloping grade floors and stationary
seats, the rows should be 36 inches apart. Level areas in the front, middle,
and rear should be provided for wheelchairs. Too many times, the wheelchair
bound are relegated to the back of an auditorium or directly up front.
If the floor is level, movable seats in tiers which can be stored under the stage,
as well as folding or stacking chairs can be used for seating purposes. The
stage area should have a ledge to prevent wheelchairs from rolling off. A
ramp, in addition to stairs leading to the stage, should be provided. The light
panels and public address systems behind the stage should be at wheelchair
height. A few removable seats at level areas in an integrated school might be
considered. Providing for these basic features in a new building or modifying
existing facilities in the manner described should make the auditorium avail-
able to students with physical disabilities.

26
 SWIMMING POOL

Most experts in physical education agree that swimming is an unusually

effective contribution to physical fitness. Consequently, designers of educa-
tional facilities for physically disabled children should consider the possibility
of including a swimming pool. Modern construction techniques and materials
have reduced the cost of swimming pools dramatically. Evidence of this can be
seen in the large number of "built-in" private swimming pools in middle class
communities. While it is difficult to think of the swimming pool as a necessity,
the gains to be realized should not be overlooked and should be weighed against
the cost involved.

The HumanResources Center includes an indoor swimming pool which is

usedby the children at the school as well as the workers at Abilities. The pool
is 30 by 60 feet and has a depth ranging from three to eight feet. The heating,
filtering, and recirculating systems are standard equipment, but the pool in-
cludes a number of special features for use by disabled children which are de-
scribed below.

The sides of the pool are 19 inches above floor level which is the height
of a standard wheelchair. Thus, a chair can be brought directly to the ledge so
that the child may be easily transferred to the pool. The coping around the
pool is made of a natural-finish marble with smooth, sanded edges. This ledge
extends far enough over the outer edge of the pool so that wheelchair pedals can
fit comfortably underneath.

The water in the pool is kept at a higher level than usual for easy access
into and out of the pool. Where the usual water level is about 12 inches below
the top of a pool, the Center's pool water level is only six inches below the edge.
The water temperature of the pool is maintained at 80-82 degrees due to the
children's disabilities and their limited motion. The air temperature in the
pool area is kept within five degrees of this for comfort and prevention of colds.

The floor surface in this area consists of non-skid, heated tiles. The
aisles around the pool are about six feet wide to allow two wheelchairs to pass
at the same time. Benches and lounge chairs placed around the pocl are wheel-
chair height. Figure 7 shows a student transferring from wheelchair to swim-
ming pool, and Figure 8 shows the 19 foot ramp at the shallow end of the pool
at Human Resources Center.

Access to the water is provided for in several different ways. There are
five sets of parallel assist bars set around the coping to aid people who can use
their arms. The pool is equipped with two conventional ladders for ambulatory
persons, with a non-skid pad set in the coping between the rails for safety. At

27
 .10

Y.

Fig. 7. The swimming pool at Human Resources School has many special
features. The coping is wheelchair height for easy transfer to the water.

the shallow end of the pool there is a 19 foot ramp with a 15 per cent grade ,
which ends at a water depth of 3-1/2 feet. Here, there are also two steps 28
inches wide with a six inch rise which lead up to the coping, and six more steps
which descend into the pool for a distance of eight feet, to a water depth of three
feet. Double hand rails along these steps continue into the water for a distance
of eight feet. This end of the pool also has 12 foot long parallel bars which are
used for exercise and support.

The pool is also equipped with a Hoyer hoist (Ted Hoyer & Company)
which is easily controlled by an aide or a lifeguard. A Hoyer hoist is a canvas
stretcher suspended on a track. It is used for quadriplegics and severely in-
volved persons who can be transferred directly onto it from litter or wheel-
chair, and then lowered directly into the pool.

28
 7,114.1WINIONAIlim

40'

Fig. 8. One of the several dif-

ferent methods of entering the
pool at Human Resources
School is a 19foot ramp at the
shallow end.

:16

141e 4

t?'

The pool area contains an emergency button which rings an alarm in the
medical department when the assistance of a nurse or doctor is required.

29
 SANITARY FACILITIES

In a school with physically disabled students in attendance, the location

and layout of sanitary facilities are of prime importance. Toilet facilities
should be easily accessible and equipped so that independent functioning is made
possible. The sanitary areas should be centrally located in the school rather
than placed at the end of corridors. Such an arrangement should prove conven-
ient to all students. When young children or many disabled students are in-
volved, the practice of providing direct access to a toilet room adjoining the
classroom has some advantages in that congestion is avoided and some time
may be saved (Illinois, State of, Office of the Superintendent of Public Instruc-
tion, 1961). Experience at Human Resources School indicates, however, that
it is generally less distracting for the student to leave the room and use a near-
by facility.
Where doors are used, in-swinging doors should be avoided in view of
the limited space available in wash room areas and the resulting congestion and
possible hazards (Goldsmith, 1963).

In existing structures, it is usually not necessary to modify the entire

sanitary facility. A reasonable practice is to provide adapted stalls in propor-
tion to the number of physically disabled students in the school population. The
American Standards Association (1961) recommends that sanitary facilities in
any public building have at least one toilet enclosure that can accommodate phy-
sically disabled individua,..3, particularly those in wheelchairs. Figure 9 shows a
standard toilet stall, and one which is wide enough to accommodate a wheel-
chair.

The adapted enclosure should include the following:

1. A minimum width of 36 inches with 54 inches preferred and a depth

of 60 inches (Goldsmith, 1963; Schoenbohm, 1962; State University of New
York, 1967).

The wider stall should be incorporated in schools where disabled

children need assistance. This extra width allows the aide ample space to as-
sist the childin transferring from the wheelchair to the bowl. With disabled child-
ren who are severely involved and overweight a portable Hoyer lift could be used
as well.

2. A sliding curtain in lieu of a swinging door so as to minimize inter-

ference with a wheelchair and still provide privacy for the user.

3. Grab bars installed at suitable heights on either side of the bowl

(American Standards Association, 1961; Goldsmith, 1963). The Beneke Cor-

30
 Fig. 9. Sanitary facilities should include at least one toilet enclosure
which can accommodate the physically disabled person, particularly one
in a wheelchair. This stall should have a sliding curtain and grab bars
placed at suitable heights on either side of the bowl.

poration manufactures a number of sheltering arm seats that can be attached

to regular bowls. This unit is self-supporting requiring no wall or floor sup-
port.

4. A bowl should be centrally located at a height of 20 inches for

adults, 10 inches for young children, or at wheelchair seat height.

5. A water closet designed to allow for frontal approach of a wheel-

chair without obstructing the footrest. Wall mounted fixtures are preferable
but floor models with receding understructures may be suitable. The flushing
control should be hand operated and easily reached with lever handle or pull
knob handle preferred (State University of New York, 1967).

31
 Similar considerations should be adhered to in the installation of urinals.
While the physically disabled student will probably prefer to use an enclosed
stall for privacy (State University of New York, 1967), wall or floor mounted
urinals should be accessible also. Grab bars shouldbe installed to provide sup-
port, and mounted at suitable heights for the age levels being served. Floor
urinals should have the opening level with the main floor of the toilet room
(American Standards Association, 1961). If wall urinals are used, they should
be mounted below the seat height of a wheelchair for access. Figure 10 shows
floor mounted urinals with grab bar at suitable height.

Fig. 10. Wall or floor mount-

ed urinals should be accessi-
ble to the physically disabled.
Grab bars should be mounted
at suitable heights for the age
levels being served. Note the
male urinal also available for
use by wheelchair students.

Sinks should be installed with the lowest eke at a height of 27 inches.

Plumbing should be recessed so that sink controls may be easily reached by
persons in wheelchairs. This also reduces the likelihood of physical injury

32
from hot water pipes. Faucets with gooseneck spigots and batwing taps are
suggested since they require minimal strength and dexterity.

Towel racks or dispensers, soap dispensers, and disposal units should

be easy to use and mounted no higher than 40 inches from the floor (American
Standards Association, 1961). Dry soap dispensers of a type that require only
a light touch on a button for dispensing are suitable for use by the phys'ically
disabled. Waste cans should be easy to reach and centrally located preferably
between the sinks.

Mirrors should be angled forward and should be installed at a height of

69 inches at the upper edge. This enables easy viewing by the person in a
wheelchair. Full-length mirrors may be used instead of or in addition to over
the sink mirrors.
 CLOSETS AND STORAGE AREAS

An important consideration in designing a school for physically disabled

children is provision for adequate storage space. This is unusually important
because many of these children require special equipment, much of which is
not used regularly, but must be available when needed.

Storage areas can offer considerable difficulty to the wheelchair bound

student if they are not designed properly. For example, the student may not
be able to hang up his coat or reach his books without help in an inadequately
designed storage area. The resulting student dependence on an aide, teacher,
or another student frequently means wasted time at the beginning and end of the
school day.

Clothing Storage: At Human Resources School the clothing storage

areas consist of enlarged open closet rooms. Doors have been eliminated and
an archway 78 inches wide is large enough to permit two wheelchair students
to pass through the opening at the same time. Standard coat racks have been
installed at suitable heights, with shelves above for books, etc. Figure 11
shows a clothing storage area at Human Resources School.

4.61t

drat

Fig. 11. One of the enlarged open clothing storage areas at Human Re-
sources School. Coat racks and shelves are installed at suitable heights
for wheelchair students. There is ample space for overnight storage of
wheelchairs and walkers, etc.
34

EL
 Schoenbohm (1962) suggests a special storage room connected with the
loading dock where the equipment used by students can be accommodated.

A room 24 by 24 feet will provide space for 60 to 70

wheelchairs and walkers which should be adequate
for a school of 200 children. Such rooms shouldhave
several double or 52 inch doors for easier access. A
long shallow bay may be used if desired for storing
chairs and walkers but will be less attractive. There
should be a locker or cloak room as well as toilet
facilities adjacent to the entrance (p. 202-203).
Since many pupils do not use wheelchairs during all periods of the school
day at Human Resources School, the clothing area has room for storing wheel-
chairs for about half the number of pupils in the school plus a few spare chairs.
While the wheelchairs canbe folded, it is suggested that most remain ready for
use to permit children to get them and use them unaided. The same area may
also be used for overnight storage of the chairs (Educational Research Services,
1963) .

If cloak racks are used for children and staff, they should be stationary
as the disabled individual may use them for support. Benches, built in or se-
curely fastened to the floor within or directly outside cloakrooms, are helpful
dressing aids (Schoenbohm, 1962).

Lockers: Box lockers may be provided for small items, lunches,

books, etc. which the student need not carry throughout the day. It is suggested
that these be placed in recessed areas or away from the main flow of traffic.
Avoiding the use of locks on these units permits greater accessibility for the
student, particularly those with upper extremity involvement (Educational Re-
search Services, 1963).

Supplies and Equipment Storage: Aisles shouldbe wide enough for pas-
sage of wheelchairs. Cabinets along the walls should have lower sections equip-
ped with drawers and bins for supplies and student projects. Upper sections
should be limited to shelving. Shelves to be used by pupils should be fixed
rather than adjustable, since they may be used for support by the students.
High shelves will be of value only for dead storage or teacher use (Educational
Research Services, 1963).

35
 In classrooms, storage and cupboard space should be constructed with
sliding wooden doors as some children can slide doors they cannot pull open.
In addition, doors which open outward are a hazard and should be avoided.
Storage cabinets and cupboards should be recessed to eliminate sharp protrud-
ing corners. They should be constructed to accommodate such items as three
by four sheets of oaktag and newsprint (Illinois, State of, Office of the Super-
intendent of Public Instruction, 1961).

Schoenbohm (1962) notes that the amount of storage space in each class-
room for books and materials will depend on whether a central storage room for
educational supplies is provided. He also advises that wherever possible, stor-
age places should be built in. Refer to sections dealing with specific school
units in this monograph.

36
 PARKING AREAS

Parking Lots; Many schools for disabled children include a number of

physically disabled adults working as staff aembers. To the extent that this is
the case, the design of parking areas becomes important. In order to allow dis-
abled individuals to park and disembark with a minimum of incolvenience and
high degree of safety, parking areas should include the following features:

1. The parking lot should have a number of clearly identified, reserved

spaces located adjacent to sidewalks. The number of spaces required will vary
as a function of the number of disabled persons using cars. Signs or pavement
markings can be nployed to !dentify the reserved spaces. Locating the spaces
next to the sidewalks promotez safety by reducing exposure to parking lot
traffic.
0

2. The parking spaces can be any of the three common designs, paral-
lel to, head-in, or diagonal to the sidewalk. Parallel parking in which the right
side of the car is closest to the sidewalk is desira-ole in that the disabled per-
son can get safely in or out of the vehicle without having to go into the parking
lot proper. However, unless there is a common surface from the parking lot
to the sidewalk the space between the curb and the car can pose problems.
Head-in or diagonal parking should use spaces that are larger than average
width to allow for full opening of car doors and to permit the loading or unload-
ing of wheelchairs (12 feet is recommended). Where sidewalks are curbed,
curb cuts or ramped accesses from the parking space to the sidewalk are needed.
The State University of New York (1967) recommends an aisle (preferably at
sidewalk height) four feet wide between every two spaces when head-in parking
is used.

3. The parking lot and adjacent areas should be paved with a level,
firm surface so that the disabled person may position his wheelchair or step out
with his crutches. Gravel and cobblestone should be avoided as these materials
reduce mobility and can be dangerous to both disabled and non-disabled. The
same is true for materials which tend to soften on exposure to heat.

4. Additional safety factors would include the placing of large signs at

entrances and road crossings informing drivers that the facilities are used by
the wheelchair bound, and the strict enforcement of speed restrictions. These
safeguards are needed because a person in a wheelchair is more likely to be
completely obscured from view by a parked car or other obstruction than a
standing, non-disabled individual. A person using crutches or a wheelchair is
also less mobile and would probably have more difficulty avoiding a quickly
moving oncoming car.

37
 Loading Areas: In primary or secondary schools, the use of a shel-
tered loading area for cars, station wagons, and school buses is recommeaded.
Schoenbohm (1962) suggests sheltered driveways and loading areas in order to
prevent unnecessary and possibly detrimental exposure to inclement weather..
Schoenbohm also discusses a loading room in wh!ch a ramp or loading dock al-
lows wheelchairs to be rolled directly to transporting vehicles. However, if
such a room is not feasible, an overhead canopy running the entire length of
the building and extending to every major entrance can provide adequate pro-
tection. This method has been successfully used at Human Resources School.
Figure 12 shows a sheltered loading area.

...14
o..
" ,
I--

I
s

AA.=

Fig. 12. A sheltered loading area for cars, station wagons, and school
buses is recommended. A canopy at the entrance affo ds protection from
inclement weather.

38

I
 REFERENCES

American Standards Association. American standard specifications for making

usable b the h
builc_ jin s and facilities accessibl_LL_k3_,a_y,p_L/nc handi-_1
capped. Chicago: National Society for Crippled Children and Adults, Inc. ,
1961.

Beneke Corporation. Sheltering arms seat. Columbus, Mississippi, not dated.

(Brochure)

Better Light Better Sight News. A learilingenvironment for overcoming severe

handicaps. May-June, 1966, 2-5.

Educational Research Services. Program of requirements for a school for

severely physically handicapped. Albertson, N. Y. : Human Resources,
1963.

Goldsmith, S. Designing for the disabled. London: RIBA Technical Informa-

tion Service, 1963.

Ted Hoyer & Company. Oshkosh, Wisconsin, not dated. (Brochure)

Illinois, State of, Office of the Superintendent of Public Instruction. Guide for
administrators establishing classrooms for physically handicapped children.
Springfield, Ill. : Author, 1961.

Lawton, Edith Buchwald. Activities of daily living for physical rehabilitation.

New York: McGraw-Hill, 1963.

McCullough, Helen E. , & Farnham, Mary B. Kitchens for women in wheel-

chairs. Circular 841. Urbana, Ill. : University of Illinois, Extension Ser-
vice in Agriculture and Home Economics, 1961,

Mackie, Romaine P. The crippled child. What is special about special educa-
tion? Washington, D. C. : The Council for Exceptional Children, National
Education Association, 1952-1953.

Monsanto. Astroturf Recreational Surfaces. New York, 1968. (Brochure)

National Research Council. Bailding standards for the handicapped. Ottawa,

Canada: Author, 1965.

Nimnicht, G. P. , & Partridge, A. R. Designs for small high schools. Greeley,

Colo. : Educational Planning Service, Colorado State College, 1962.

39
Pomeroy, Janet. Recreation for the physically handicapped. New York: Mac-
millan, 1964.

Salmon, F. C. , & Salmon, Christine. Rehabilitation center planning: an archi-

tectural guide. University Park, Pa. : The Pennsylvania State University
Press, 1959.

Schoenbohm, W. B. Planning and operating facilities for crippled children.

Springfield, III. : Charles C. Thomas, 1962.

SICO, Inc. The SICO system of table seating. Minneapolis, Minnesota, not
dated. (Catalog)

State University Construction Fund. Making facilities accessible to the physi-

cally handicapped. New York: Author, 1967.

Tucker, W. V. (Ed.) Higher education and handicapped students. Emporia,

Kansas: Kansas State Teachers College, 3964.

Velleman, Ruth. School library service for physically handicapped children:

an account of the program at the Human Resources School, Albertson, N. Y.
Unpublished master's thesis, C. W. Post College, 1964.

Vellman, Ruth. A library for the handicapped. School Library Journal, 1966,
13 (1), 48-52.

W. J. Volt Rubber Corporation. AMF Volt Safety Cushion. Santa Ana, Cali-
fornia, not dated. (Brochure)

Wirtz, M. A. Something for the special child. American Education, 1965, 1

(6), 4-10.

Wolf, J. M. Physical facilities guidelines for handicapped children. School

Management, 1967, 11 (12), 41-54.

Yuker, H. E. , Cohn, A. , & Feldman, M. A. The development and effects of

an ine ensive elevator for eliminatin architectural barriers. Hempstead,
N. Y. : Hofstra University, 1966.

40
 APPENDIX

The authors would like to express their gratitude to the many persons
who generously contributed their time and shared their knowledge. Each of the
individuals listed below, provided a better understanding of some of the many
problems dealt with in this series of monographs through consultations and in-
terviews. Our appreciation is also extended to the many persons with whom we
have corresponded and from whom we learned a great deal. Ultimately, of
course, the opinions presented are those of the authors who take full responsi-
bility for them.

Miss Alice Brandt Professor Chris J. DeProspo

Principal Professor of Education
Cameron School School of Education
El Cerrito, California City College of New York
New York, New York
Mr. William Brickel
United Cerebral Palsy of Kansas Miss Helen Desort
Wichita, Kansas Principal
Skyline High School
Dr. Hobert Burns Oakland, California
Academic Vice President
San Jose State College Mr. Paul DeVivo
San Jose, California Counselor
Kansas State Teachers College
Dr. Dorothy B. Carr Emporia, Kansas
Supervisor of Schools and Programs
for Crippled and Delicate Mrs. Jennie Elenbaas
Los Angeles City School District Principal
Los Angeles, California Thompson School for Orthopedically
Handicapped Children
Mr. Carl J. Carter Elmonte, California
Principal
Charles A. Whitton School Miss Elizabeth A. Ferris
Oakland, California Counselor
Physically Disabled Students Office
Mr. Ralph Cline Division of Student Personnel
Principal Wayne State University
Nina Harris School Detroit, Michigan
Pinellas Park, Florida
Dr. Gibb Fink
Mr. Robert Dennis Rehabilitation-Education Services
United Cerebral Palsy of Kansas University of Illinois
Wichita, Kansas Champaign, Illinois
41
Mrs. Helen Friedman Mrs. Elizabeth Katzman
Guidance Department Institute for Crippled & Disabled
A. Harry Moore School New York, New York
Jersey City, New Jersey
Mrs. M. L. Kellmer-Pringle
Mr. Selwyn Goldsmith Director
Architect National Bureau for Cooperation in
City Architect's Department Child Care
City Hall London, England
Norwich, England
Mr. Alan R. Logan
Mrs. Beatrice Gore Chairman
Consultant in Education of Physi- State of Florida Governor's Committee
cally Handicapped Children on the Employment of the Handicapped
State Department of Education and Executive Director, Society for
Bureau of Physically Exceptional Accessible Construction
Children St. Petersburg, Florida
Los Angeles, California
Mr. Emil Lombardi
Mr. Louis Gottlieb Principal
Editor-Publisher of the Journal Roosevelt Cerebral Palsy Center
SACcess Roosevelt, L. I. , New York
So. Miami, Florida
Mrs. Esther McLachlen
Dr. Dwayne F. Het linger Principal
Professor of Education Love Grove School
Division of Guidance & Counseling Jacksonville, Florida
Kansas State Teachers College
Emporia, Kansas Mr. Walter Matheny
Director of Matheny School
Mr. Max Hofmeister Peapack, New Jersey
Regional Director
Florida Division of Vocational Mr. William Cooper Matthews
Rehabilitation Principal
Tampa-St. Petersburg, Florida Forest Park School
Orlando, Florida
Mr. Jack Jonas
Executive Director Dr. John Milton
United Cerebral Palsy of Kansas Athletic Director
Wichita, Kansas Kansas State Teachers College
Emporia, Kansas

42
Mr. Richard Mitchell Mr. Alphonso Perez
Principal Principal
Fremont Older School Widney High School
Orthopedic Unit Los Angeles, California
Cupertino, California
Mr. Nathan Plung
Mr. John Moorhead Principal
Principal Public School 199M
Washington School of Physi- New York, New York
cally Handicapped
Sacramento, California Mr. Ken Price
Teacher
Dr. Harold Morine Love Grove Elementary School
Associate Professor of Education Jacksonville, Florida
Hofstra University
Hempstead, New York Mr. Joseph Reynolds
Director of Driver Training
Dr. Edward Murphy Widney High School
Superintendent of Schools Los Angeles, California
Syosset Public Schools
Syosset, New York Mr. Richard Scales
Counselor
Dr. William R. Nachtman Kansas State Teachers College
Principal Emporia, Kansas
Newcastle School for Exceptional
Children and Director of Mrs. Margaret Scanlon
Special Education Programs Principal
Placer County Schools Sunshine School
Newcastle, California San Francisco, California

Professor Timothy Nugent Mr. Raphael Simches

Director Chief, Bureau for Physically Handi-
Division of Rehabilitation capped Children
The University of the State of New York
E ducation Services
University of Illinois State Education Department
Champaign, Illinois Albany, New York

Dr. Richard W. Outland Mr. Eugene J. Taylor

Consultant in Education of Physi- Adjunct Associate Professor
cally HandicLpped Children New York University Medical Center
State Department of Education Institute of Rehabilitation Medicine
Bureau of Physically Exceptional New York, New York
Children
Sacramento, California

43
Mr. Stanford Taylor Mr. Charles W. Watson
President Chief, Division of Special Schools
Educational Developmental and Services
Laboratories Bureau for Physically Exceptional
Huntington, L. I. , New York Children
Sacramento, California
Mrs. Edna Thompson
Director of Educational and Dr. John Webb
Psychological Services Director of Student Services
California State Schools for Kansas State Teachers College
Children with Cerebral Palsy Emporia, Kansas
and Similar Handicaps
Los Angeles, California Mrs. Julia M. Wickersham
Supervisor
Dr. Al Tudyman Exceptional Child Education,
Director Duval County
Special Education Jacksonville, Florida
Oakland City Unified School
District Dr. Ernest P. Willenberg
Oakland, California Director of Special Education
Los Angeles City School District
Mr. Richard J. Veenstra Los Angeles, California
Architect
Jacksonville, Florida

44