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35th Annual Conference on School Facilities ARCHITECTURE STRAND
Special Education Facilities: Planning with Students in Mind Moderator: Lisa Ryker, WLC Panelists: Dayle Cantrall, MS, Special Education Program, San Juan USD Jennifer Hunt: Assistant Director, Spec. Ed. Program, Grossmont UHSD Barbara Helton, Assoc. Director, IBI Group Sally Swanson, Sally Swanson Architects
FAMILY
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ERIN
DON
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CARLY’S CAFÉ – Experience Autism through Carly’s Eyes Carly Fleischman, a 17 year old girl living with nonverbal Autism. Based on an excerpt of the book, “Carly’s Voice: Breaking through Autism”
• Carly's Café
35TH ANNUAL CONFERENCE ON SCHOOL FACILITIES ARCHITECTURE STRAND
Special Education Facilities: Planning with Students in Mind Dayle Cantrall, MS, Special Education Program Manager San Juan Unified School District
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ELIGIBILITY CATEGORIES FOR SPECIAL EDUCATION • Autism
• Specific Learning Disability
• Deaf
• Multiple Disabilities
• Deaf/Blind
• Other Health Impaired
• Emotionally Disturbed
• Orthopedic Impairment
• Hard of Hearing
• Traumatic Brain Injury
• Intellectual Disability
• Visual Impairment
• Language/Speech Impairment
• Established Medical Disability (ages 3-5)
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“ENGINEERING” AN ENVIRONMENT FOR SUCCESS “The world is designed by neurotypicals and they don’t have sensory issues.” Craig Thompson Many individuals with disabilities have sensory integration dysfunction. The educational impact can be significant. A student’s ability to learn can be effected by: • Visual Input: classroom design/layout, indoor lighting, sunlight, glare, clutter, crowds • Auditory Input: background noise, bells, fire alarms, flooring, talking • Tactile Input: textures, physical touch, temperature • Olfactory Input: smell of food, perfume, dry erase markers • Vestibular & Proprioceptive Input: physical activity & movement
WHEN RELOCATING STUDENTS CONSIDER • Distance to restrooms and special education transportation drop off/pick up. • Terrain - Are there students who use adaptive equipment (walkers, gait trainers, wheelchairs)? • Restrooms – Does an ADA accessible portable need to be brought in? Will the accessible bathroom require enough space for adults assisting students, a changing table or assistive equipment? • Internet/Computer Access: Are there students who have educational programs that require classroom access to technology?
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CONSULT WITH SPECIAL ED DEPARTMENT • The Facilities Planning Department and Special Education Department should work together in the best interest of students and the project. • Do you know what your Special Ed Department is planning for students?
• ASK!
35TH ANNUAL CONFERENCE ON SCHOOL FACILITIES ARCHITECTURE STRAND
Special Education Facilities: Planning with Students in Mind
ELITE ACADEMY Enhanced Learning via Innovative Teaching and Environment
Jennifer Hunt, Assistant Director Special Education, GUHSD Barbara Helton, Assoc. Director, IBI Group
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GROSSMONT UNION HIGH SCHOOL DISTRICT 24,000 Students (3,000 with Disabilities) 10 comprehensive High Schools 2 Charter Schools 1 Alternative/Continuation HS 1 Middle College HS program ROP Adult Education Program (multiple locations) 3 Separate SPECIAL EDUCATION facilities
GUHSD is dedicated to providing a safe and collaborative learning environment which supports academic achievement and social development for ALL students.
ELITE ACADEMY (Enhanced Learning via Innovative Teaching and Environment)
•Design a new facility to meet the educational needs of students requiring a non-integrated facility. •Provide a continuum to students previously placed in Non Public School (NPS) facilities. •Provide Special Education services to a target population, thus increasing the % of students returning to their own communities & integrated settings. •Student population: Ambulatory, Intellectual Disabilities & Autism Spectrum Disorders.
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STUDENT BASED DESIGN CRITERIA
TARGET POPULATION 60 Students • Students who would have, in the past, been placed at a NPS (including 7th & 8th graders from feeder districts) • Students returning from NPS placements.
Pervasive/serious behavioral challenges Functioning between the borderline to profound range of Intellectual Disability and/or Autism Spectrum Disorder Non-diploma course of study; receive services until age 22 years
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UNIQUE CHALLENGES Students Exhibit Severe & Pervasive Behaviors: Injuring Self or Others Leaving Safe Environments (running, climbing) Property Damage
These students are often visual learners but easily distracted. They benefit from: • structured environments • safe indoor and outdoor educational spaces • access to controlled access to multi-sensory equipment, technology and highly reinforcing activities.
SECURITY LEVEL 1: Perimeter LEVEL 2: Facility LEVEL 3:Internal control
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COURTYARD Garden & Wandering Path
Physical Activity
Art Walls
Art Walls
Living Room
Quiet Garden
Trellis
GUHSD
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CLASSROOM CLUSTER Strategic RR location Polycarbonate glazing
Sensory or Incentive Room “L” shaped Classroom
1 to 1 or small group
Visibility (Safety)
AV controls in Teacher’s office
Sink, Smart Board, Technology out of sight 2nd exit
Versatile classroom spaces with visual and acoustical separation between activities to reduce distraction and increase independence.
GUHSD
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GROUP SPACES Secured Lobby Large Flex Space: performances, awards presentations, social grouping, eating. Culinary/LifeSkills: residential materials, non-reflective surfaces (other portion Health Dept. approved) Fitness: Storage, hanging hooks for equipment; flexibility
Clerestory windows = natural light without distraction.
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CDE APPROVAL Initial Planning Meeting with CDE case worker. Retaining a CDE liaison is helpful. Work closely with Special Education Staff to develop program and justification for nonintegrated facility. They have the knowledge! CDE submittal requirements: •Board approved Ed. Spec. •Plan Summary form •SFPD4.07 or 4.08. •CTE process documentation
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35TH ANNUAL CONFERENCE ON SCHOOL FACILITIES ARCHITECTURE STRAND
Special Education Facilities: Planning with Students in Mind UNIVERSAL DESIGN Sally Swanson, Sally Swanson Architects
STUDENTS WITH SPECIAL NEEDS UNIVERSAL DESIGN (UD) CONCEPTUAL FRAMEWORK
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DISCUSSION UD Planning Protocols Fundamental Concerns • Ease of Movement • Sense of Security • Comfort • Social Integration • Contextual Appropriateness
Fremont Central Park
DISCUSSION UD Solutions Concept Guidelines • Ease of Navigation • Successful Signage • Directional Clarity • Participation • Adequate Levels of Maintenance
Fremont Central Park
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UD PLANNING PROTOCOLS Fundamental Concerns – Ease of Movement Establish Clear Wayfinding • Getting to School ‐ Parking lot ‐ Transit stop ‐ Sidewalk • At the School ‐ Entry-way ‐ Classrooms
Riverside Elementary School
‐ Restrooms Fremont Central Park
UD PLANNING PROTOCOLS Fundamental Concerns – Ease of Movement Wayfinding Principals/Visual Control • Paths of travel ‐ Adequate identification ‐ Expectations of users ‐ Range of motion • Lighting patterning and nodal stops Ford Elementary School
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UD PLANNING PROTOCOLS Fundamental Concerns – Sense of Security Create a Sense of Security • Emergency phones • Video camera Security/ Police presence • Safe restroom usage • Discourage illegal activities • Coverage at all entrances/ exits • Facilitate “visual sweep “ by security staff
Ford Elementary School
• Close end runs and hiding places
UD PLANNING PROTOCOLS Fundamental Concerns – Comfort Create a Pleasant Sense of Place • School identity • Link to geography/history of locale • Difference in ability to exert force • Difference in motion • Difference in reaction and response time
Ford Elementary School
• Visual and acoustical comfort
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UD PLANNING PROTOCOLS Fundamental Concerns – Social Integration Establish Ease of Participation • Treat people equally • Reduce stigma • Support difference • Provide fail features
Always Dream PlayPark in Fremont Central Park
UD PLANNING PROTOCOLS Fundamental Concerns – Contextual Appropriateness Create Appropriate Learning Environment • Maintenance of valued traditions • Culturally-based interpretations • Support community intentions
International School of Beijing Outdoor Learning Environment
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UD SOLUTIONS Ease of Navigation Lighting • Varying degree and intensity • Natural light • View as a focal point Color • Organizational scheme • School identity • Directional aid
Walter Hays Elementary School
UD SOLUTIONS Successful Signage School & Site • Consistency • Placement • Virtual Tour • Braille map • Marquee • Ability to read signage from street Braille Map Mash Vek 21 Partnership
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UD SOLUTIONS Directional Clarity • Floor surfaces • Wall surfaces • Color • Lighting
Always Dream PlayPark in Fremont Central Park
UD SOLUTIONS Adequate level of Maintenance • Protect taxpayer capital investment • Consistent standards • “Broken Windows” theory • Prompt maintenance and graffiti removal – Establishes Norm – Sends message that may stem further vandalism
Fremont Central Park
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POST PROJECT EVALUATION • What has been successful? • What needs improvement?
STATE FUNDING OPPORTUNITIES
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QUESTIONS? Lisa Ryker, WLC Architects. Phone: (510) 450-1999
[email protected] Dayle Cantrall, San Juan USD Phone: (916) 971-7525
[email protected] Jennifer Hunt, Grossmont UHSD Phone: (619) 644-8102
[email protected] Barbara Helton, IBI Group Architects Phone: (949) 833-5588
[email protected] Sally Swanson Architects, Inc. Phone: (415) 445-3045
[email protected]
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