Downloaded 1,388 times
Uploaded byAbhishek Singh
Barrier free school facilities
The document discusses the design considerations for barrier-free school facilities that serve disabled students. It outlines four major principles: the range of movement for physically disabled people, their strength, dimensions of prosthetic devices like wheelchairs, and use of durable materials. It then provides details on classroom design including larger size, switch placement, window rails, and blackboard height. Case studies of three international schools are described that incorporate universal design features like sensory trails, redundant signage, and interaction between private and public spaces.
More Related Content
Similar to Barrier free school facilities
Barrier free school facilities
- 1. BARRIER FREE SCHOOL FACILITIES NEHALSETHI BHAVYA GAUR MALVIKA CHOUDHARY KEVIN KUMAR DEV DWIJ SHRESTH GOSWAMI RAJEEV SUTHAR
- 2.
- 3. The primary considerationsin the design of school facility serving disabled children or adults focus on four major principles: 1. The range of movement available to most physically disabled people 2. The strength of the physically disabled subject 3. The dimensions of prosthetic devices especially wheelchairs must be considered 4. Due to the fact that many prosthetic devices including wheelchairs braces and crutches are made of hard materials ,materials that show minimum sign of wear and tear should be used
- 12. CLASSROOMS 1. The sizeof a classroom on a per pupil basis in a school including disabled students should be at least one third larger than in a conventional school.there must be extra space in classroom for maneuvering wheelchairs walking with crutches and for storage. 2. All electrical switches should be conveniently located where adjacent to doors switches should be the same level as door handles at a height 32 and 42 inches above floor level 3. If floor length windows are used a railing in front of the window be installed to prevent disabled children from falling or stumbling it seems preferable to have the lower edge of each window 12 to 14 inches above ground level. 4. Blackboards may be installed with the lowest edges approx 2 feet froom the floor for use by seated students ,vertical and horizontal support railings may be provide at the edges for the student who can stand
- 28. CASE STUDY 1. HAZELWOODSCHOOL GLASGOW (SCOTLAND U.K) 2. The Forbush School Hunt Valley, (Maryland U.S.A) 3. Deyang School for Deaf & Intellectually Disabled Children ( China)
- 29. HAZELWOOD SCHOOL PROJECT DESCRIPTION ARCHITECT: GordonMurray + Alan Dunlop AREA :28,632 square feet USAGE : Intended to be usable and easily navigated by anyone, Hazelwood provides accommodation for a maximum of 60 pupils, aged 3- 18 years LOCATION:Glasgow Scotland United Kingdom
- 30. GM + ADArchitects pursued the Hazelwood project with a commitment to building knowledge and capacity on a building that would work with children with a very complex range of abilities. Most extant examples are schools serving the needs of children with visual limitations, or hearing limitations, or cognitive issues or physical limitations MAIN FEATURES OF THE SCHOOL: • The school contains eleven (11) classrooms in a single story structure, providing nursery through secondary education • The school entrance area was designed as a loop system to allow vehicles to rack up in a dedicated drop off area • The main entrance area opens to a large dining room, which doubles as the main assembly space • Signage throughout the school is redundant: in Braille, in pictures and in Moon • Large classrooms are equipped with ample built-in storage space at the back of the room, and adaptable areas between the classrooms • Design of the games hall, trampoline area, and hydrotherapy pool created opportunities for children to explore, extend their skills, and gain confidence through engagement in relatively independent activity. • The external environment is an extension to the learning environment and numerous external teaching spaces are provided within the school grounds
- 31. UNIVERSAL DESIGN FEATURES: •The unique sensory trail wall weaves throughout the school and enables children to practice mobility and orientation skills, which lead to increased confidence, sense of mastery, and self-esteem. • The trail rail wall is clad in cork, which has a warm feel and provides signifiers or tactile cues to assist children with orientation and navigation through the school • Each bay of sensory trail wall is individually shaped. This helps children orient along the length of the circulation space in the school. •Corridors are designed as streets, which also assist with orientation and mobility. •Redundant signage throughout the school, in Braille and pictograph and Moon, caters for the diverse communication abilities of all of the children
- 32. •Large classrooms withample storage space and adaptable areas between the classrooms •The focus-learning rooms offer viewing for staff and visitors without disturbing the children. These areas also offer quiet time as needed •The lack of clutter in the classrooms and on the walls generates a calming atmosphere without unnecessary visual confusion •The subtle color, contrast, and adaptable lighting elements maximize use of children’s residual vision •Use of contrasting and neutral color as visual indicators of transitional and storage spaces •Classrooms are oriented north facing to take advantage of a more even level of light and open onto the quietist part of the grounds, the classroom garden spaces.
- 33. •Storage ‘boxes’ tothe rear of each classroom were designed to provide a solid wall and eliminate visual distraction for the children from outside. •To reduce the effects of traffic noises proximal to Hazelwood, a majority of classroom spaces are located along the northern, quiet edge of the site and more transient spaces to the south. The ‘street’ links these areas and guides the building around the existing adjacent trees. •The curved form means that both internally and externally the building is broken down into manageable spaces. The scale of these is then more appropriate for navigating and also minimizes any visual confusion by reducing the extent of the spaces. •Acoustic ceilings are detailed into all teaching spaces to reduce higher volume reverberation. •Differing tactile floor finishes serve as an alternative or enhancement to the trail walls for navigation and cuing in some locations inside the school.
- 34. •The external structureand the cladding were all considered in terms of sensory stimulation. The structural glulam* timber frame casts shadows within the building to establish a clear pattern along the internal street of the school •Roofing slates define particular areas outside, form a good trailing surface, and the tactile contrast to the timber clearly orients children as to location when outside. The slate also has the advantage on the south elevations of being a heat source for children to use as a navigation device. •A network of paths around the school and the gardens vary in finish from bound gravel which crunches under foot to recycled bound rubber and timber decking. Each area is defined by separate finishes, which feel and sound different under foot.
- 35. Deyang School forDeaf & Intellectually Disabled Children , China Architects: China Southwest Architectural Design and Research Institute Corp. Ltd It’s a charitable educational institution, recruiting children with talking and hearing disabilities or mentally retarded pupils. The school includes teaching, sports and accommodation facilities.
- 36. ‘Home’ is asthe prototype of the design, expressing the special concerns for the children on campus. . The ideas of sloped roofs and square windows are originally from children’s drawings, which refers to their imaginations of homes that expressing the warmth and belonging from their hearts.
- 37. By dividing thecampus into small-scaled sloped-roof different-sized buildings around a central courtyard, they form a miniature village. Miniature Village FLOOR PLANS
- 38. Atrium Courtyard Large number ofopenings The rooms in each building are oriented towards the atrium that following the relationship of ‘Rooms’-‘atrium’-‘courtyard’ to create multi-level interactions between private and public spaces, which not only respect the pupils mental needs but also their activity routines. Multi-level Interaction
- 39. The atriums, courtyards,as well as the different-sized windows provide various opportunities for those special children to explore the world from different heights, inspiring them enhance the interactions with each other and discover the surrounding world together, which helps developing intelligence better. Architecture is becoming the tool of education. Spacious Corridors Large windows Large openings
- 40. The Forbush School ARCHITECT: DavidBenn, Rima Namek, Khanh Uong, Anne Dutton AREA :30000 square foot USAGE:a private school providing educational and theraputic services for children ages 5-21with autism spectrum disorder (ASD) LOCATION:Hunt Valley, Maryland U.S.A
- 41. • COLOR ILLUSTRATION OF SPACES Whilethe original brief for the project was to design and construct a new 30,000 square foot school to replace an over- crowded and out-dated school on the campus of the Sheppard Pratt Health System in Baltimore. The existing private school served a mix of over 200 children about equally distributed between those with behavioral health disorders and autism spectum disorders (ASD) MAIN FEATURES OF THE SCHOOL •The new school contains classrooms, staff offices, therapy spaces, and a specially designed playground to meet the needs of children with ASD •Ramps are incorporated into the main and playground entries. •Classrooms have accessible bathrooms and the rubber- padded linoleum floor system installed in the activity rooms reduces impact injury and noise. •The design introduced maximum daylight into the interior of the school through skylights and classroom arrangement around the perimeter of the building.
- 42. UNIVERSAL DESIGN FEATURES •Carefulattention was paid to the proportions of spaces for both public common areas and classrooms. Ceiling heights and corridor widths were increased beyond code standards to accommodate the children’s needs. •Bringing in natural light was an important feature of the design. New window openings are introduced around the perimeter of the building to allow each classroom to have daylight •A playful pattern of circular skylights helps bring natural light to the common central spaces. •Because children with ASD tend to be sensitive to the flicker associated with fluorescent lighting, several types of indirect/direct energy efficient fixtures were tested to select the most comfortable/flicker-free ones. •The use of highly absorptive ceiling panels, quiet mechanical/air distribution systems, and wall materials that minimize transmitted sounds between adjacent spaces results in an acoustically comfortable environment. Amplified noise, echoes and reverberated noise are minimal despite the spaciousness of the place
- 43. THANK YOU for patientlyhearing