2/11/2014

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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CARLYS CAF Experience Autism

through Carlys Eyes
Carly Fleischman, a 17 year old girl living with nonverbal Autism. Based on an excerpt of the book, Carlys
Voice: Breaking through Autism

Carly's Caf

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

2/11/2014

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 dont have sensory issues.
Craig Thompson
Many individuals with disabilities have sensory integration dysfunction. The
educational impact can be significant. A students 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

2/11/2014

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

February 11, 2014

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COURTYARD
Garden & Wandering Path

Physical Activity

Art Walls

Art Walls

Living Room

Quiet Garden

Trellis

GUHSD

February 11, 2014

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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
Teachers 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

February 11, 2014

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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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2/11/2014

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
lryker@wlcarchitects.com
Dayle Cantrall, San Juan USD
Phone: (916) 971-7525
DCantrall@sanjuan.edu
Jennifer Hunt, Grossmont UHSD
Phone: (619) 644-8102
jenhunt@ghusd.net
Barbara Helton, IBI Group Architects
Phone: (949) 833-5588
bhelton@ibigroup.com
Sally Swanson Architects, Inc.
Phone: (415) 445-3045
SSwanson@swanarch.com

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