Barrier free school facilities

1. BARRIER FREE SCHOOL
FACILITIES
NEHAL SETHI
BHAVYA GAUR
MALVIKA CHOUDHARY
KEVIN KUMAR
DEV DWIJ SHRESTH GOSWAMI
RAJEEV SUTHAR

2. ANTHROPOMETRY

3. The primary considerations in 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 size of 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. HAZELWOOD SCHOOL 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: Gordon Murray + 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 + AD Architects 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 with ample 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’ to the 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 structure and 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 for Deaf & 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 as the 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 the campus 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 of openings
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: David Benn, 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
While the 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
•Careful attention 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 patiently hearing