28_Special_Education_Facilities.pdf

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35th Annual Conference on School FacilitiesARCHITECTURE 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 non-verbal 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


Dayle Cantrall, MS, Special Education Program ManagerSan Juan Unified School District

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ELIGIBILITY CATEGORIES FORSPECIAL EDUCATION

• Autism

• Deaf

• Deaf/Blind

• Emotionally Disturbed

• Hard of Hearing

• Intellectual Disability

• Language/Speech Impairment

• Specific Learning Disability

• Multiple Disabilities

• Other Health Impaired

• Orthopedic Impairment

• Traumatic Brain Injury

• Visual 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!


ARCHITECTURE STRAND


ELITE ACADEMYEnhanced Learning via Innovative Teaching and Environment

Jennifer Hunt, Assistant Director Special Education, GUHSDBarbara 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 Schools1 Alternative/Continuation HS 1 Middle College HS programROPAdult 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

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

TARGET POPULATION

16

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UNIQUE CHALLENGES

Students Exhibit Severe & Pervasive Behaviors:

Injuring Self or OthersLeaving 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

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LEVEL 1: Perimeter

LEVEL 2: Facility

LEVEL 3:Internal control

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February 11, 2014GUHSD 19

Trellis

Quiet Garden

Physical ActivityLiving Room

Garden & Wandering Path

Art Walls Art Walls

COURTYARD

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Sink, Smart Board, Technology out of sight

CLASSROOM CLUSTER

Polycarbonate glazing

AV controls inTeacher’s office

“L” shaped Classroom

Visibility (Safety)

1 to 1 or small group

Sensory or Incentive Room

Strategic RR location

2nd exit

Versatile classroom spaces with visual and acoustical separation between activities to reduce distraction and increase independence.

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Large Flex Space: performances, awards presentations, social grouping, eating.

Secured Lobby

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.

GROUP SPACES

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 non-integrated 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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ARCHITECTURE STRAND


UNIVERSAL DESIGN

Sally Swanson, Sally Swanson Architects

STUDENTS WITH SPECIAL NEEDS UNIVERSAL DESIGN (UD) CONCEPTUAL FRAMEWORK

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UD Planning Protocols

Fundamental Concerns

• Ease of Movement

• Sense of Security

• Comfort

• Social Integration

• Contextual Appropriateness

DISCUSSION

Fremont Central Park

UD Solutions

Concept Guidelines

• Ease of Navigation

• Successful Signage

• Directional Clarity

• Participation

• Adequate Levels of Maintenance

DISCUSSION


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Fundamental Concerns – Ease of Movement

Establish Clear Wayfinding

• Getting to School

‐ Parking lot

‐ Transit stop

‐ Sidewalk

• At the School

‐ Entry-way

‐ Classrooms

‐ Restrooms

UD PLANNING PROTOCOLS


Riverside Elementary School

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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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

• Close end runs and hiding places



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

• Visual and acoustical comfort



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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

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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Ease of Navigation

Lighting

• Varying degree and intensity

• Natural light

• View as a focal point

Color

• Organizational scheme

• School identity

• Directional aid

UD SOLUTIONS

Walter Hays Elementary School

Successful Signage

School & Site

• Consistency

• Placement

• Virtual Tour

• Braille map

• Marquee

• Ability to read signage from street

UD SOLUTIONS

Braille Map Mash Vek 21 Partnership

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Directional Clarity

• Floor surfaces

• Wall surfaces

• Color

• Lighting

UD SOLUTIONS

Always Dream PlayPark in Fremont Central Park

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

UD SOLUTIONS


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• What has been successful?

• What needs improvement?

POST PROJECT EVALUATION

STATE FUNDING OPPORTUNITIES

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Lisa Ryker, WLC Architects.Phone: (510) 450-1999 [email protected]

Dayle Cantrall, San Juan USDPhone: (916) [email protected]

Jennifer Hunt, Grossmont UHSDPhone: (619) [email protected]

Barbara Helton, IBI Group ArchitectsPhone: (949) [email protected]

Sally Swanson Architects, Inc.Phone: (415) [email protected]

QUESTIONS?

Documents

28_Special_Education_Facilities.pdf