Design For Special Education PDF

DESIGNING FOR
SPECIAL EDUCATION
BEST PRACTICES FOR SPECIAL NEEDS LEARNING FACILITIES
DESIGNING FOR SPECIAL EDUCATION purpose considerations spaces examples sources
33 SPACE TYPES
1 PURPOSE
Our approach // 2
Spaces within a school // 34
Classrooms // 35
Life skills rooms // 38
OT/PT rooms // 40
4
Sensory and respite rooms // 42
DESIGN CONSIDERATIONS Bathrooms // 44
Considerations for the built environment // 5 Health center // 46
Dignity and user experience // 6
Acoustics // 7
Aesthetics // 11
Biophilic design // 15
47 EXAMPLES
J.P. Lord School // 49
Building security //18
Bancroft’s Welsh Campus // 52
Community areas // 20
Hazelwood School // 55
Emergency preparation // 22
Sunfield Residential School // 58
Equipment and furniture // 23
Layout // 26
61
Outdoor space // 29
Privacy // 31 SOURCES
Thresholds and transitions // 32 Authors, interviews & bibliography // 63
ii
ACCOMMODATING EACH CHILD
1
OUR APPROACH
As school designers, we at NAC Architecture are passionate about creating
great spaces for all students to learn. What makes this challenging is that each
student is an individual, with needs specific to their abilities, preferences, and
even moods. What is a perfect environment for one student, at one time, trying
to learn one thing, is certain to be an imperfect environment for another student.
To accommodate the widest possible range of needs, our solution is to design for
variety and flexibility.
No group of students is more diverse than special education students. These

young people have an extremely wide variety of needs, and deserve to be
fully accommodated. Legally, per the Individuals with Disabilities Act (IDEA) of
1990, special education students are entitled to a “free and appropriate public
education” in the “least restrictive environment.” These important terms highlight
our duty to accommodate each child’s specific conditions.
This book provides planning and design principles pulled from NAC Architecture’s
collective experience, as well as expert special educators, and examples from
around the world. It represents our goal to spread this expertise in designing
facilities for special education to help more children benefit from well-designed
educational environments that support them in realizing their potential
with dignity.
Philip Riedel Alyson Mahoe

AIA, ALEP, LEED AP, Principal Research & Experience
Development Department
2
INCLUSION AND SPECIALIZATION
HIGHLY SPECIALIZED Providing the best educational support for special education and medically
fragile students requires collaboration between teachers, therapists, medical
SCHOOLS CAN OFTEN professionals, and parents. It is important for all participants to build trusting
relationships, keep the lines of communication open, and strive to increase
GIVE STUDENTS WITH family engagement.
Having the proper training is critical for teachers to focus on the inclusion of
INTENSIVE NEEDS students with disabilities. Despite federal and state efforts to standardize
teaching, the special education teacher ultimately is responsible for employing
THE BEST EDUCATION best practices and implementing the appropriate intervention—growing from
students’ current levels of performance, and meeting their social, emotional,
POSSIBLE WHILE behavioral, and intellectual needs.
SUPPORTING THEM Although inclusivity is important, many schools are not fully equipped
or prepared to serve medically fragile children. Sometimes criticized for
MEDICALLY. segregation, highly specialized schools can often give students with intensive
needs the best education possible while supporting them medically. These
schools have an increased ability to adapt the learning experience to suit each
child’s individual needs.
3
DESIGN CONSIDERATIONS FOR THE BUILT ENVIRONMENT
4
CONSIDERATIONS FOR THE

BUILT ENVIRONMENT
As an education design firm, NAC understands the importance of designing
schools where all students can achieve their highest level of potential despite
any physical or mental limitations. There is not a one-size-fits-all model, so each
school design must incorporate the best available information about current
and future student populations in order to accommodate as much diversity
as possible.
Most design considerations for special education are good practice for all
education environments. The Massachusetts education research nonprofit, CAST
(Center for Applied Special Technology), promotes Universal Design for Learning
(UDL), which posits that the learning environment and curriculum should be
designed to accommodate the full diversity of students. The principles of UDL
focus on minimizing barriers and maximizing learning, going beyond requiring
access to providing support for all learners. While critical for special needs
students, ensuring great classroom acoustics, easy connections to outdoor
spaces, and straightforward wayfinding benefits everyone.
5
DIGNITY AND USER EXPERIENCE

When designing for students with disabilities, it is
important to maintain their dignity. Accommodations
should avoid separating them from their peers in the
instructional setting, drawing unusual attention to them,
I DE A E LI G I B I LIT Y or limiting their education.
Students diagnosed with one or more of the disabilities listed below, and One should not design for the diagnosis, but rather for
who require special education instruction and/or related services, are the best predictable user experience. Due to the variety
IDEA-eligible. States may choose to add additional categories to the list in of sensory differences, it is necessary to consider the
the federal statute, and the statutory language may vary somewhat from potential for severe reactions to sensory elements.
state to state as well. For example, a student between the ages of three and
five years who is evaluated as having an intellectual disability, emotional Understanding and thoughtfully considering the
disturbance, specific learning disability, or autism may be described as non- possibilities is essential when creating an environment
categorical early childhood eligible at the state level. that enhances learning for all students. Our goal is
to rethink design to encompass a broad spectrum
The federal list is as follows: of sensory, cognitive, and social differences, offering
opportunities to foster social inclusion and enhance
>> Autism >> Other health impairments
wellbeing.
>> Deaf-blindness >> Specific learning disability
>> Emotional disturbance >> Speech or language
>> Hearing impairment impairment
>> Intellectual disability >> Traumatic brain injury
>> Multiple disabilities >> Visual impairment
>> Orthopedic impairment
6
Hamlin Robinson School (designed for dyslexia),

NAC Architecture
ACOUSTICS
Acoustics are among the most important factors when designing a special
education school. The shape and surfaces of a room have a direct impact on
acoustical comfort and speech intelligibility. While good classroom acoustics
benefit all children, they are critical for students with auditory processing
disorders, speech and language delay, or attention issues. Thoughtful material
choices and layout can significantly reduce noise distraction, including
background noise, reverberation, and sound transfer throughout the building.
7
5/8” thick
gypsum board
steel stud framing
data conduit /
power cable
2-1/2” thick spray foam

insulation
vapor permeable
air barrier
2-1/2” thick
INSIDE rigid insulation
galvanized
steel siding
BACKGROUND NOISE
Background noise can come from inside or outside the building, and should not
exceed 35 dBA. Noise from the exterior, such as traffic, equipment, or kids at play,
can negatively affect learning, particularly for young special education students.
Elementary school students have not fully developed the ability to differentiate
background noise from primary sound sources, such as a teacher’s voice. This
OUTSIDE
experience is more pronounced for individuals with increased sensory sensitivity.
Luckily, controlling outside noise is fairly straightforward. Good building practices

for thermal insulation, such as sealed insulated window units, wall insulation,
and mass, are effective in reducing the impact of exterior noise on the interior.
Accordingly, exterior equipment (heat pumps for air conditioning systems,
electrical generators, etc.) should be located or separated to prevent noise
intrusion.
8
Happy Valley Elementary School, NAC Architecture Hazel Wolf K-8 School, NAC Architecture
REVERBERATION
Controlling reverberation inside rooms is a key to creating great learning spaces,
because excessive reverberation can directly reduce speech intelligibility and ACOUSTICAL
produce a buildup of noise. Sound bouncing off hard, reflective materials
causes reverberation, while absorptive material on various surfaces reduces ENGINEERS CAN USE
reverberation. A material’s effectiveness is measured in its NRC, or noise
reduction coefficient. We recommend that ceilings in learning spaces include DIGITAL MODELING
high-NRC tiles.
Carpeting on floors goes a long way to control reverberation, but is not desirable
TO DETERMINE THE
in all special education spaces due to cleanability concerns. Absorptive panels on
walls, along with curtains or shades on windows, can further lower reverberation
OPTIMAL PLACEMENT OF
times. An acoustical engineer can digitally model the room to determine the
optimal placement of absorptive panels. Because high-NRC materials are
ABSORPTIVE PANELS.
typically porous, it is important to balance cleanability with acoustic properties,
particularly for medically fragile programs.
9
SOUND TRANSFER
Mechanical systems are another source of noise in schools. Noise from fans
and grilles enters rooms directly, and noise from equipment in mechanical
rooms can be transferred through the building structure to impact learning
spaces. Several measures, such as lining ducts with insulation, sizing fans and
ducts appropriately, and providing sound isolation for equipment helps to
minimize noise.
Wilson High School, NAC Architecture
clerestory for lower floor exhaust
clerestory for upper floor

fresh air intake
Noise should also be a consideration when determining
the type of HVAC system for a school. We have found
that one of the most effective is thermal displacement
ventilation. This means that air is introduced slowly and
low into the room, then naturally rises as it is heated
light/ventilation shafts
by occupants, and finally exhausts at the ceiling. The
operable windows system is energy-efficient, but its main benefits are
mechanical shafts
being very quiet and improving indoor air quality over
traditional air mixing systems.
light/ventilation shafts
displacement ventilation
through casework toekick
DISPLACEMENT VENTILATION DIAGRAM
10
AESTHETICS (SENSORY EFFECTS)

THERE IS A BENEFIT TO
Due to neurological differences and deficiencies, how individuals perceive and
interact with their environment can vary substantially. The ability of students to
CREATING A SCHOOL
focus on tasks and instruction is directly affected by the aesthetic conditions in a
school, including lighting, color, and sensory stimulation.
There is a benefit to creating a learning environment similar to the place where

students are most comfortable: home. For students on the autism spectrum
ENVIRONMENT
in particular, a less institutional-feeling building reduces the apprehension and
anxiety that can trigger symptoms. This starts with the school’s approach and
WHICH IS SIMILAR TO
entry, which can be designed to a reduced scale recalling a residential porch,
and carry throughout the interior spaces. Avoiding shiny, reflective surfaces and
THE PLACE WHERE
fixtures, while ensuring that materials are easy to clean and maintain, and keeping
ceiling heights relatively low (10 feet or less) are comforting measures for many of
THEY ARE THE MOST
these students.
COMFORTABLE: HOME.
11
4
COLORS AND MATERIALS
The variety of sensory differences means that color and material selection can
have important implications. We recommend muted shades of blue, green,
yellow, and natural colors, as they tend to be calming for most people. Avoiding
bright colors and strong patterns helps to reduce adverse sensory affects for
students with hyper-sensitivities. A range of touchable and durable materials
offers options for students with tactile sensitivities, but should be limited to
selected locations. Extremely tactile materials can trigger “stimming” (self-
stimulation or stereopathy), which is calming but can become excessive and
interfere with learning.
All materials should be non-glare and non-toxic. Students with sensory

disorders can perceive glossy flooring as a wet surface and may avoid walking
5
on it. Preventing toxicity is important in all schools, but particularly in special
education environments where students are expected to touch and interact with
2 all materials. Certain medical conditions may also increase sensitivity to volatile
organic compounds and other toxins in the built environment.
1—Textured solid laminate by Wilsonart; 2—Stevens Creek Elementary, NAC Architecture;

3—Sound channels by AcousticsFirst; 4—Grapeview K-8 School, NAC Architecture;
5—Wave 63 by Textures 3D; 6—Riverview Elementary, NAC Architecture
12
3 6
LIGHTING
The best lighting strategy for education facilities is to provide a range of
customizable options. Natural light is typically beneficial, but it is not universally
calming, so blinds or blackout curtains must also be available. Bright or
fluorescent overhead lights are often disorienting for those with sensory
sensitivities, and can even cause pain. Full-spectrum LED lighting is preferred, and
color-tunable LED lighting is worth considering in certain spaces. Lights should
have dimmers to allow users to customize a room.
Music room with natural

light and blackout curtain
to adjust light levels
and provide acoustic
absorption.
Grapeview K-8 School,
NAC Architecture
13
SENSORY STIMULATION
Sensory stimulation helps users engage with and
explore their surroundings, which is especially beneficial
when students are beginning to learn how to react and
interact with the much larger world around them. This
experience employs different areas of the brain and
helps children better absorb and retain information, and
improves balance, movement, and spatial orientation.
It is also important to provide escape spaces and low-

stimulation respite rooms to allow students to take a
needed break and control the stimulation.
An enclosed outdoor courtyard provides active movement opportunities with multiple

surface types, while nearby indoor spaces allow a student to withdraw when needed.
Bennett Elementary School, NAC Architecture 14
BIOPHILIC DESIGN
Biophilia comes from the Greek words “bios,” meaning
life, and “philia,” meaning fondness. Biophilia is the
innate human love of life, or our affinity for living things.
Biophilic design is a human-centered approach, with
the goal to connect people with nature. Interfacing with
nature complements our technology-rich environments
by fulfilling a basic human need.
Research demonstrates that directly and indirectly

incorporating elements of nature into the built
environment reduces stress, blood pressure, and heart
rates, while increasing productivity, creativity, and
well-being.
In schools, natural lighting, views of nature, and areas for

outdoor learning have been shown to increase attention
and retention of information, and reduce disciplinary
incidents and ADHD symptoms. Distant views to the
exterior, particularly of greenery, help to reduce ocular
fatigue. Benefits to student engagement and creativity
have also been reported.
Cherry Crest Elementary School, NAC Architecture
15
Often designers will consider obvious connections with

nature, such as air, water, sunlight, color, plants, and
views. Relating a building to its context also involves
landscape, culture, and history, which can spark curiosity
and mental stimulation and encourage self-directed
discovery. Unprogrammed spaces and features can
allow students the freedom to imagine and use their
environment as they see fit.
“CHILDHOOD IS CONSIDERED
AS THE TIME WHEN
EXPERIENCING NATURE IS
MOST ESSENTIAL TO HUMAN
PHYSICAL AND MENTAL
MATURATION.”
— Dr. Stephen R. Kellert
Stevens Creek Elementary School, NAC Architecture
16
The sensory garden at Wilson High School is

specifically designed for the autism program,
with plants chosen for their textural and relaxing
aromatic properties, a circuitous gravel pathway,
and a flat bridge across a natural water feature. LIMITS OF CURRENT RESEARCH
NAC Architecture and Weisman Design Group
The impact of biophilic design on learning in the general student population has
received significant attention and increased understanding, but the advantages
for special education are less known. Sensory gardens have been successful
in providing autistic students relief from overstimulating environments and
restoring a sense of calm. Special education teachers are well aware of the
benefits their students receive from time spent outside, such as fostering
curiosity and releasing energy. Although formal research is not available to
demonstrate conclusively that biophilic design helps students with specific
conditions, the human appeal of biophilic attributes is strong enough to
recommend these strategies in school designs for all students.
17
BUILDING SECURITY
Of course it is important to design schools that are safe and protected. This
not only refers to outside factors, but to student safety inside as well. Special
education students can be at an increased risk of bullying, so transparency into
all shared spaces supports passive supervision throughout the school.
At special education schools, some students have a greater propensity than the
general population to attempt to leave. About half the students on the autism
spectrum have a tendency called wandering or elopement. Departing from the
building unsupervised is extremely dangerous. Careful placement of entries/
exits during the design process minimizes the potential for student flight. Outside
areas, such as a sensory garden, need to be fenced with controlled access points.
Even where exterior classroom doors are lockable, it is often worth installing a
chime to alert teachers when the door is opened. Such exterior areas should also
be directly visible from the classroom.
Lake Stevens Early Learning Center, NAC Architecture
18
Bennett Elementary School, NAC Architecture
CAREFUL PLACEMENT OF
Other current school security strategies should also be employed. These
measures include limiting the entries and exits required for school operations;
SCHOOL ENTRIES/EXITS
a secured vestibule at the main entry to divert visitors through the reception
area while school is in session; several layers of secured perimeter for lock down
DURING THE DESIGN

(i.e. site fence, building perimeter, building wings, and classroom levels); security
cameras and alarm systems; and armoring, such as laminated glass. An additional
PROCESS MINIMIZES
security consideration is how best to facilitate evacuation, as described under the
Emergency Preparation section below.
THE POTENTIAL FOR Another security issue involves areas within the school that pose a threat of
injury. It is important to pay attention to mechanical rooms, storage rooms, and
STUDENT FLIGHT. other places with equipment or supplies that could be dangerous. Preventing
access to students with disabilities, such as autism and other cognitive issues, is a
critical design consideration and necessary focus of operational procedures.
19
Community room at Lake Stevens Early Learning

Center, NAC Architecture
COMMUNITY AREAS
Special education school design must define which areas are shared community
spaces and which are only occupied by students and staff. The building should be
zoned to allow appropriate access during and outside of school hours to support
and encourage community functions.
20
PARENT SPACES
PARENTS NEED SPACES Parents of children in special education are inherently committed to being
deeply involved in their children’s school. They spend a great deal of time
TO MEET, STORE THEIR on campus meeting with administrators and staff, observing their children,
and volunteering in classrooms. Designing for special education must also
BELONGINGS AND SOCIALIZE acknowledge their needs, and provide community spaces where they might store
their belongings, meet with other parents, share resources, organize fundraising
ON CAMPUS DUE TO THE events, and socialize. Designated areas could involve a library, auditorium, or
multipurpose rooms.
AMOUNT OF TIME THEY As a community gathering place, the school design should be welcoming with a
SPEND AT THE SCHOOL. prominent entry, intuitive wayfinding, accessible and comfortable waiting areas,
and appropriate meeting spaces.
21
EMERGENCY PREPARATION
The vulnerable populations at special education schools require specific attention
to emergency planning and adequate exits, allowing all staff and students to
evacuate easily during an emergency. These efforts must balance with the needs
described in the Building Security section above, providing ease of egress without
enabling students to wander. In response to complex issues, the minimum code
requirements for a typical school are likely to be insufficient.
Due to certain medical needs, there may also be times when a student must
be quickly transported to a local hospital. An ambulance route to and from
the school, along with an emergency pickup area, should be planned and
designated on site.
22
EQUIPMENT AND FURNITURE

Specialized equipment and furniture, such as foam wedges, therapy balls,
walkers, and swings help staff and students to customize use to particular needs.
These options are important to accommodate a wide range of learning activities,
but require additional space and placement consideration. Overhead electrical
outlets enhance versatility, functionality, and emergency preparedness by
allowing equipment and rooms to be movable.
23
Schools require significant storage space for walkers,

4 standers, and gait trainers, as well as for therapy balls,
wedges, seat cushions, and other positioning equipment.
Classroom desks and chairs should have cushioned

feet to reduce sound, and be too heavy for students to
pick up or move easily. Weighted products that attach
to chairs and tables provide an alternative to heavy
furniture. Some students benefit from carrels enclosed
2
on three sides to reduce distraction, but a portable
privacy screen can serve the same purpose.
Sensory rooms involve a wide array of items, including

active seating to accommodate movement, soft seating,
such as foam or beanbag chairs, tactile textured
surfaces, and lighted elements.
5
6 1—Bioform wedges by Tumbleforms; 2—Weighted blanket

3
by Abilitations; 3—MSS Mobile floor sitter by Skillbuilders;
4—Universal Grasshopper by Tumbleforms; 5—Comfy Back
Bantam by Easy Stand; 6—Zero Tricycle by Italtrike
24
Transfer lifts, also known as patient lifts or Hoyer lifts,

must be accommodated—either floor mounted or on
ceiling tracks. If using a ceiling track, any doors in the
path of travel must be adequately tall.
Mt Si High School, NAC Architecture
ceiling mounted track
At Mt. Si High School, door frames in the special education

classrooms are modified to fit a continuous ceiling-mounted
track for powered transfer lifts.
Ceiling track by SureHands
25
SPEECH & LANGUAGE

RESOURCE
ROOMS CONFERENCE PT
ART ROOM
GYM
CAFETERIA
MUSIC ROOM SENSORY
LAYOUT
SELF-CONTAINED ROOM SELF-CONTAINED
ADMIN STORAGE CLASSROOM CLASSROOM STORAGE
HEALTH OFFICE
In considering layout and adjacencies, be sure to

RESTROOM & RESTROOM &
CHANGING CHANGING
separate high-stimulus areas from low-stimulus areas.
High-stimulus areas include art rooms, media rooms,
cafeterias, gyms, and makerspaces. Low-stimulus areas
provide places to focus, such as classrooms, one on
RESOURCE ADMIN HEALTH
one conversation areas, and study spaces. Transitional
ROOMS CONFERENCE spaces between the two types of activities help to
ART
mitigate their differences, and allow students to prepare
MUSIC and adjust.
LIBRARY OT/PT
STORAGE
GYM
SELF-CONTAINED
POOL CLASSROOM
LIFE
RESTROOM &
SKILLS
CHANGING
MOCK
SENSORY OFFICE MARKET
ROOM
26
MINIMIZE TRAVEL DISTANCE

The distance students have to travel from one destination to another is an
important consideration in any school facility. The time it takes a disabled student
can be significantly greater than for non-disabled students, and may require the
help of staff.
Centrally located physical education, music, art, the library, food services, and
elevators greatly simplifies navigation. Multistory buildings may require more than
one elevator to ensure that travel distances are reasonable for disabled students.
S PACE S FO R S PE CI A L
E DUC ATI O N S TU DE NT S
Special education students in integrated programs and specialized
schools require access to the entire school. Even students in intensive
self-contained programs in a larger school will need access to a variety
of spaces:
>> Administration >> Library/Media Center

>> Physical education, >> Food Services
including accessible access >> Makerspaces or
to a pool if available Da Vinci Lab
>> Music >> OT/PT rooms
>> Art >> Health center
27
WAYFINDING
Most experts recognize the importance of wayfinding to
assist students with special needs. The building itself can
function as a navigational tool if layouts are kept simple,
and visual and tactile clues are consistently applied
throughout. Effective design and zoning empowers
students to develop their own wayfinding skills, which
increases independence, frees staff, and further
supports the overall mission of the school.
The success of specific wayfinding strategies depends

on aligning strategies with the student population.
For some, the focus will be on intuitive visual cues,
such as color, to enhance their awareness of locations.
Students with sight impairment will depend on tactile
signals. Braille signage should be the right height for
children, rather than mounted according to ADA signage
standards. Changes in materials can provide additional
Hazelwood School Glasgow by Alan Dunlop Architect. Photo by Andrew Lee. tactile insights.
Hazelwood School serves blind and deaf (dual sensory impaired) students aged 2 to 18,
many of whom also have physical and cognitive impairments. Wayfinding was developed
using touch-based cues to allow these students to navigate their spaces.
28
OUTDOOR SPACE
Outdoor spaces for playing and learning are part of providing all students with
the best educational experience. Strategies should include a welcoming outdoor
environment with wayfinding, transition spaces, and sensory stimulation. Wide,
gradual ramps between different levels on site are preferable to stairs plus ramps
as the “alternate” means of getting from one level to another. Whenever possible,
only provide a ramp, and size it for everyone to use.
29
For school arrivals and departures, it is important to provide adequate drop-off

zones, keeping in mind that some students will be taking school buses, some
transported in vans, and some arriving in parents’ cars. The number and size
of accessible parking spaces and curb cuts for wheelchairs will likely exceed the
code minimums for size and quantity. For the main drop-off zone, flat transitions
with bollards in lieu of curb cuts are an effective means to separate pedestrian
traffic from vehicles. During construction, care must be given to vault lids and
drain grates to ensure they are installed flush with paving surfaces.
Dividing outdoor spaces into “rooms,” each with a different character or theme,
will avoid monotonous wide-open spaces. Combining a variety of outdoor play
areas with adaptive equipment and intimate spaces for independent activities will
allow all students to enjoy the playground.
Sensory gardens, as shown in the section on biophilia, are a great way for
students to see, touch, and smell plants, logs and boulders. Wheelchair-accessible
gravel or rubberized pathways provide an interesting texture for traveling through
the garden. Water features that capture rain can further enhance students’
outdoor experiences and connect them to the natural environment.
30
PRIVACY
The current literature on special education spaces lists
multiple sources describing the inadequacy of existing
facilities to perform invasive procedures, such as
injections, insertions, and suctioning. Lacking privacy,
hot water, or other proper sanitation, these less than
optimal conditions jeopardize the staff’s ability to
provide proper care.
Ideally, designated staff members perform these tasks,

but this is not always possible. Separate rooms or mobile
screens can help to balance privacy and supervision
needs when staff may be treating one student while
overseeing others. Privacy rooms with glass relites into
classrooms or other student spaces, along with blinds,
are effective in controlling the level of privacy for each
situation.
31
TRANSITIONS
Transitioning from one activity to another can be
challenging for some students, so it is important to
consider how to introduce change through the built
environment. By altering the ceiling height, building level,
flooring type, and wall colors, or providing a seating
nook, the built environment can aid students in moving
to the next activity. While differing from adjacent areas,
these threshold spaces should provide a gradual rather
than an abrupt transition.
Instead of dedicating large areas solely to circulation,

it is beneficial to provide places for informal learning
activities that help to modulate transitions, as long as
adequate pathways are kept clear. These transitional
spaces serve a social/recreation function, allow
for unscripted play, and offer breakout space for a
paraeducator to work with one or two students. In
addition to easing movement from a classroom to a main
corridor, this type of use can enhance social-emotional
learning and remove potentially distracting activities
from the classroom.
Lake Stevens Early Learning Center, NAC Architecture

32
SPECIFIC SPACES TO GET RIGHT
33
SPACES WITHIN A SCHOOL

While a special education school will encompass spaces typical of all schools,
such as a cafeteria, kitchen, gym, and administration offices, certain areas will
need particularly careful consideration of function, room size, and adjacencies, as
well as special equipment and furniture.
Every aspect of a school building and its site must meet ADA accessibility
requirements, and designers are well versed in how to achieve them. However,
minimum standards are not enough for schools with high special needs or
medically fragile populations. The current ADA design guidelines do not address
the newer, wider versions of motorized and reclining wheelchairs that have larger
turning radii. For special education schools, designers must meet with staff to
determine the necessary maximum dimensions, and then size pathways, ramps,
corridors, doors, and elevators accordingly.
In this section, we will explore the criteria we use to better accommodate

students with special needs.
Stevens Creek Elementary School, NAC Architecture

34
CLASSROOMS
Due to special education students’ wide range of needs,
design resource rooms and self-contained special
education classrooms not only to accommodate, but
also to maximize each child’s potential. These welcoming
Wilson High School, NAC Architecture
and inclusive rooms must be ADA-accessible and take
advantage of the benefits of universal design, which
focuses on usability for all, rather than the mythical
“average” user. The layout should enable teachers
and paraprofessionals to access student areas easily.
Reducing the amount of visual and auditory stimuli in the
classroom environment can further enhance learning
and decrease distraction.
35
Zoning classrooms with well-defined areas cues students about the activities
occurring there, and helps them to understand their roles. Differentiating
classroom areas provides predictability, eases transitions between activities, and
DIFFERENTIATING reduces student anxiety. With areas customized for each program, as well as for
specific IEPs, potential classroom areas include: a home area for doing individual
CLASSROOM AREAS work; areas for whole-group instruction and small group work; a visual schedule
area for planning transitions; a comfortable area for reading; and a teachers area
PROVIDES PREDICTABILITY (or a separate teachers office). Depending on the program, other stations may
be set up specifically for math, computers, writing, art, etc. Often an L-shaped
FOR THE STUDENTS, rather than a rectangular classroom makes it easier for teachers to define
distinct areas. Cabinets and movable dividers can provide clarification, but visual
HELPING WITH supervision must be maintained in each case. High activity areas that invite group
work should be located remotely from quiet areas for individual activities, such
TRANSITIONS BETWEEN as reading.
When designing special education classrooms, the attributes described in

ACTIVITIES AND IN the Considerations section of this guide are of key importance. For example,
acoustics are a vital feature; automated sensors for sinks promote accessibility
REDUCING STUDENT and sanitary hand-washing; appropriately placed medical equipment with
adequate secured storage benefits medically fragile students; placing electrical
ANXIETY. outlets up high prevents student access; modular furniture, too heavy to
move, accommodates a variety of needs; adjustable height tables suit a wide
range of uses.
36
DIAGRAM
DESIGNINGOF
FORSPACES
SPECIAL EDUCATION purpose considerations spaces examples sources
MT SI HIGH SCHOOL, NAC ARCHITECTURE

Most special education students at Mount Si High School are
integrated into the general education program, with Resource
Rooms for added support. As shown in this diagram, a self-
contained area for students with intensive needs focuses
on Life Skills and creating a collaborative Professional
Development community.
SPECIAL ED
OUTDOOR AREA 8
PARTLY COVERED
7
9
10 1 SELF-CONTAINED SPECIAL
11 5 ED CLASSROOM
1 2 RESTROOM AND CHANGING
2
2 3 PRIVACY AND MEDICAL
12 4 PHYSICAL THERAPY ROOM
4
5 QUIET ROOM
3
2 6 SENSORY ROOM
2 1
6 7 LIFE SKILLS LAB
5 8 SPECIAL ED
PROGRAM STORAGE
9 LIFE SKILLS OFFICE
1 10 SPEECH/LANGUAGE OFFICE
11 TEACHER PLANNING ROOM
12 CONFERENCE ROOM
37
LIFE SKILLS ROOMS

One very important aspect of special education, particularly at the middle and
high school levels, is helping students learn to live independently. Life skills (also
known as functional skills), such as cooking, cleaning, laundry, grocery shopping,
and balancing a checking account are all important activities to master. Learning
could take place at a station in each classroom, or in a specific room containing
kitchen, laundry, bedroom furnishings, and equipment. In some cases, students
could participate in these activities as assistants in staff areas.
Providing learning opportunities for each student anticipates that individuals

or small groups will work with educators or paraeducators in different stations Enumclaw High School, NAC Architecture
at the same time. As such, it is helpful to identify a wall area near the entry for
pinning up a schedule.
Each activity area should look as realistic as possible, with standard residential CONSIDER ATIONS:
equipment. Kitchen equipment is needed for students to learn to cook safely and >> Kitchen equipment to be able to cook
take care of a kitchen. A laundry area will help prepare students to sort, wash, and take care of a kitchen.
and fold their own clothes. Some schools set up a mock grocery store with a >> Laundry area for students to be able
stocked shelf and a table serving as a checkout counter to teach shopping skills, to learn how to do laundry
which can be tied into activities for preparing meals.
38
DIAGRAM
DESIGNINGOF
FORSPACES
ENUMCLAW HIGH SCHOOL, NAC ARCHITECTURE

The Special Education wing at Enumclaw High School
contains intensive Self-Contained Classrooms, as well
as a variety of facilities and meeting spaces to support
special needs students who are integrated into the
general education program. The Transitions Classroom
includes a mock market for practicing shopping
interactions. The Self-Contained Classrooms focus on life
skills and leisure, with a residential Life Skills Lab located
1
between the two.
7 2
4
5 2 3
1
7
1 SELF-CONTAINED SPECIAL
ED CLASSROOM
2 RESTROOM AND CHANGING 6
8
3 LIFE SKILLS LAB
4 SPECIAL ED 9
CONFERENCE ROOM
5 HOME BASE
6 GROUP ROOM
7 SPECIAL ED
PROGRAM STORAGE
8 TRANSITIONS CLASS
9 TRANSITIONS MARKET
39
OT/PT ROOMS
Providing a dedicated room for occupational and
physical therapists to work one on one with students is
extremely important in a special education school. These
professionals focus on removing barriers from students’
ability to learn, and helping them to develop skills to
increase their independence in the school environment.
When designing an OT/PT room, an open, flexible space

will allow for a variety of movement and equipment to
serve the each student’s needs. It is also necessary to
consider how many students will use the room at once,
and provide adequate storage for equipment.

CONSIDER ATIONS:
>> Balance bars
>> Tricycles
>> Floor mats
>> Ceiling hooks to accommodate
hanging equipment.
40
DIAGRAM
DESIGNINGOF
FORSPACES
AUBURN HIGH SCHOOL,

NAC ARCHITECTURE
The Special Ed wing at Auburn
High School contains three
Self-Contained Classrooms and
1 specialized support spaces. The
Sensory Room and OT/PT Room
are available to all students,
whether or not they are in
the self-contained program.
7
1 The hallway connecting the
specialized rooms with the main
6
corridor serves as a transition
area for students entering and
1 leaving these rooms.
8
2 2
2
3 1 SELF-CONTAINED SPECIAL
4
ED CLASSROOM
2 RESTROOM, CHANGING
5 AND SHOWER
3 SENSORY ROOM
4 SAFETY ROOM
5 OT/PT ROOM
6 SPECIAL ED OFFICE
7 SPECIAL ED
PROGRAM STORAGE
8 LIFE SKILLS LAB
41
SENSORY AND RESPITE ROOMS

Children need spaces where they can moderate sensory
stimulations—“turn down the volume”— and make
choices about the extent of their social interactions with
peers. Respite rooms provide opportunities for relief
throughout the day. Adding customizable options allows Snoezelen Room at Pennyman Primary Academy, Middlesbrough, UK
for adjusting the rooms to meet the individual’s needs.

SNOEZELEN ROOMS
Sensory and respite rooms should be located away
from busy and noisy areas to allow for comfortable Snoezelen Rooms include the highly developed therapeutic products
transitions. Flooring with a different tactility helps from the manufacturer, Snoezelen. They can help to improve visual
to introduce the transition, but must be wheelchair- tracking, proprioception, color recognition, physical movement, hand-eye
accessible. Temperature control should take heat from coordination, and relaxation. The company offers a wide variety of products
electrical components into account. including interactive panels, bubble tubes, projection equipment, fiber optic
curtains, and aroma diffusers.
EQUIPMENT AND FURNITURE CONSIDER ATIONS:

>> Swing
>> LED light projector
>> LED light rope
>> Weighted blankets
42
DIAGRAM
DESIGNINGOF
FORSPACES
WILSON HIGH SCHOOL,

NAC ARCHITECTURE
The Special Education suite at Wilson High
School is dedicated to students on the
autism spectrum who may also have multiple
learning, behavioral, and medical conditions.
2
The main classroom includes various activity
areas, including a respite corner, life skills
area with cooking and laundry equipment,
instructional area, and leisure area. Adjacent 3
to the space is a Special Ed office, OT/PT room,
accessible restroom with changing table,
shower, and Hoyer lift, and quiet room.
Outside there is a learning patio with 4
vegetable beds and a sensory garden.
6
1
1 SELF-CONTAINED SPECIAL
ED CLASSROOM Sunscreens
2 RESTROOM, CHANGING mitigate glare
AND SHOWER on south-facing
3 OT/PT ROOM windows
4 CALMING ROOM
5 SPECIAL ED OFFICE
LEARNING PATIO WITH SENSORY GARDEN WITH
6 SPECIAL ED RAISED PLANTING BEDS GRAVEL PATH, RAIN GARDEN,
PROGRAM STORAGE
BRIDGE, AND TEXTURAL AND
AROMATIC PLANTINGS
43
BATHROOMS
While bathrooms are an important consideration in all schools, placement
is crucial in schools accommodating special education and medically fragile
students. When a student needs to use the restroom or needs medical attention,
there must be a restroom nearby, so proximity to all classrooms and student
spaces is a priority. The entries to bathrooms should be observable, rather than
located down an unsupervised hallway.
Bathrooms need to be a suitable size to accommodate equipment and

assistance. They should have adequate storage space for equipment and
supplies. A changing table should be sized appropriately for the grade level
served. A shower should be provided, for which a wall-mounted adjustable
shower wand and a floor drain are often preferred to facilitate help from an
attendant. A shower lock can be located above student reach height, if desired.
Bathrooms need to include a transfer lift, such as a Hoyer lift, which can either
be a mobile unit on a floor base or a ceiling-mounted track unit. The lift and
associated sling must be sized per the range of students served, and ceiling- Mica Peak High School, NAC Architecture
mounted tracks must be carefully located to access the toilet, changing table, and
wheelchair area. Anticipating the range of student sizes, each lift should come
with an appropriate range of slings, because problems can occur when a sling is EQUIPMENT T YPES:
either too large or too small for the person being lifted.
>> Pressalit Care Height Adjustable
All surfaces must be easily cleanable. To facilitate sanitary cleanup, sheet Changing Table.
products with heat-welded seams and integral cove bases are preferable to tile >> Horizon Changing Table.
products. Floors should be sloped toward a floor drain. >> Rifton Support Station.
>> Hoyer Lift.
44
DIAGRAM
DESIGNINGOF
FORSPACES
VENICE HIGH SCHOOL, NAC ARCHITECTURE

Although most special education at Venice High School
integrates with general education, one of the new
classroom buildings includes a suite of self-contained
special ed classrooms. Each room is sized to accommodate
a variety of activity zones. Between the rooms are shared
support spaces, storage, and restrooms with changing
areas, showers and Hoyer lifts.
The overall design prioritizes connections to the outdoor 1

environment with a wide variety of accessible amenities,
including science gardens, outdoor classrooms, flexible
4
event spaces, and other diverse gathering spaces. These
landscape and hardscape areas are designed to provide 2
differentiated outdoor spaces to support different levels of
social interaction and learning activities. 3
1 SELF-CONTAINED SPECIAL 4
ED CLASSROOM
2 RESTROOM AND CHANGING
3 SHOWER 2
4 PROGRAM SUPPORT
3
45
HEALTH CENTER
Students with chronic and complex healthcare needs often require specialized
care at school. Therefore, health centers for special education are more broadly
based than a typical school nurse’s office, including services for physical, mental,
and behavioral health. Full time staff often comprise a nurse practitioner, mental
health counselor, and health assistant. Examples of specialized services include
suctioning, ventilator support, and tube feeding.
The health center should be easily accessible by medical emergency vehicles.

Health centers should be placed near physical therapy rooms and counseling
rooms, promoting fluid communication and record keeping to effectively
implement students’ Individualized Health Plans (IHPs).
Privacy and confidentiality are key elements that can be facilitated by design,
such as providing waiting areas out of sight of the main corridor, a secluded
examination room, lockable file cabinets, and acoustically private offices for
conversations and phone calls. Locked storage, including refrigerated storage,
must be available for medications. Overall, health centers should be designed to
be inviting and comfortable to minimize the stress levels of students receiving
services. This includes good acoustics, controllable natural light, and aesthetically
pleasing, cleanable surfaces.
EQUIPMENT AND FURNITURE CONSIDER ATIONS:

>> Beds, cots, and other furniture.
>> Lockable storage, refrigerator, and ice machine.
>> Testing and screening equipment.
>> Hoyer lift.
>> Attached restroom, changing table, and shower.
46
CASE STUDIES FROM

AROUND THE WORLD
47
EXAMPLES
Many schools around the world make special education their primary focus. The
following case studies are some of the best recent examples. This is by no means
a comprehensive survey, but represents success stories that have caught our
attention.
Funding models and educational approaches differ by country, so not everything

shown in these projects will be applicable to other locations, but the challenges
and opportunities of special education are universal. There is always something
to learn from looking at what others are doing well, as we continue to refine our
own best practices.
48
The classrooms are divided into clearly-defined areas for

different activities, and feature sliding shutters on the windows
J.P. LORD SCHOOL for storm sheltering if needed. Photo: Kent Sievers/Omaha
World-Herald
OMAHA, NE
BCDM ARCHITECTS
J. P. Lord School in Omaha, Nebraska is part of Omaha Public Schools and

serves students ranging in age from 5-21 with a variety of complex needs,
including multiple cognitive and physical disabilities. Some are medically
fragile, and some may also have hearing, vision, speech, and/or motor
impairments. Specific educational and medical needs are met by Lord’s twelve
special education teachers, 24 paraprofessionals, and two registered nurses.
Individualized education plans emphasize a functional curriculum, featuring
mobility, communication, and life skills, as well as social, recreational, and
leisure opportunities.
49
In 2018, Lord School moved out of a 1938 school building

and into a new 45,000 square-foot building designed by
BCDM with contributions from Omaha Public Schools
and the University of Nebraska Medical Center.
The new school has a wide variety of features

customized for its special student population. Abundant
natural light is available throughout, with shades
or sliding shutters to modulate the daylight when
necessary. Wide hallways have adjustable light, textural
art that students can feel as they move between
spaces, and adjacent nursing stations for quick access.
Outside, a blacktop baseball diamond allows children in
wheelchairs to play alongside ambulatory students.
A student is wheeled through a transition hallway at J.P. Lord School. Well-defined

transitions help many students adjust to an activity change. Photo: Kent Sievers/Omaha
World-Herald
50
The sensory room features a fiber optic curtain in the

foreground, adjustable lighting, soft seating, and projected
images. Photo: Kent Sievers/Omaha World-Herald
The school’s zero-entry therapy pool has a rising floor and an

underwater treadmill. Photo: Kent Sievers/Omaha World-Herald
The sensory room has a wide variety of calming, comforting, and stimulating
features. Colors and light levels are adjustable to provide the appropriate
environment for users at any time. A fiber optic curtain is similarly adjustable.
Nature scenes are projected onto a wall and soothing music is played over the
speaker system. Additionally, a sensory gym includes adaptive equipment for
universal participation and therapy, along with a zero-entry therapy pool, which
was donated by the Omaha Volunteers for Handicapped Children.
51
The Commons at Bancroft’s Welsh

Campus is a crucial link between the
residential program and the educational
facility. Photo by Edward Caruso, courtesy
THE RAYMOND & JOANNE WELSH BANCROFT CAMPUS
MT. LAUREL, NJ
of KSS Architects
KSS ARCHITECTS
Bancroft’s Welsh Campus is a new 178,000 SF facility on an 80-acre property that houses a
comprehensive program for children with autism and other intellectual and developmental
disabilities. It includes the Bancroft School and Activity Center, as well as the Lindens Neurobehavioral
Program, a residential treatment program for children with severe autism. More than 530 special
education teachers, paraprofessionals, speech, occupational and physical therapists and medical
professionals work on the Welsh campus.
52
The design takes into account the academic, sensory,

behavior, communication, health, recreation, and social
needs of children with special needs. Extensive natural
lighting is featured throughout. Teaching kitchens are
included for life skills development, and the buildings
and site incorporate opportunities for students to
engage in indoor and outdoor activity and sensory play,
including a horticulture program. The Activity Center
includes a gymnasium, activity pool for water safety and
swim lessons, indoor play space, vocational storefronts
for transitional students, assisted technology center, and
space for staff training and meetings.
Photo by Edward Caruso, courtesy of KSS Architects
53
A variety of outdoor spaces provides opportunities for environmental learning, recreation

and play. Courtesy of KSS Architects
The buildings are organized around a series of outdoor rooms that serve a
variety of scales and purposes, linked by views and pathways. These buildings
and a sensory trail form natural protective edges to the pedestrian campus, with
vehicular traffic and parking located along the perimeter. Designed like a village,
the campus maximizes opportunities for interaction with families, volunteers, and
seniors, and other schools, universities, and businesses.
54
The curved building shape portrays a less institutional feel

and follows the topography of the site, integrating building
and environment to create outdoor teaching areas.
Photo by Andrew Lee
HAZELWOOD SCHOOL
GLASGOW, SCOTLAND, UK
ALAN DUNLOP ARCHITECT
Hazelwood School, located in a parkland setting to the south of Glasgow,

focuses on teaching life skills to children ages 2-19 with severe needs. The school
caters to autistic students with acute visual impairment, hearing impairment,
mobility, or cognitive impairment. Alan Dunlop’s design is the result of a four-
year design, consultation and construction process, involving parents, teachers,
clinicians, and the children themselves. The design goals are to provide a sense of
independence for the students, support the child in a place of safety, and enable
the educators.
55
The curved form of Hazelwood School is

enhanced by wayfinding elements, including
tactile indicators in the flooring and a
“trail rail” embedded in a cork wall in the
main corridor.
Photo by Andrew Lee
Open connections between spaces give the school

a community feel, with definition between spaces
indicated by tactile flooring transitions. On site, the school steps and curves around existing beech trees to create
Photo by Andrew Lee a sequence of safe, landscaped teaching gardens. The curved design avoids
an institutional feel and incorporates visual, sound, and tactile clues. Ease of
navigation and orientation through the building is facilitated by a trail rail in the
main corridor. The trail rail wall doubles as a storage wall, which is clad in cork
to provide warmth, tactile qualities, and signifiers along the route to confirm the
children’s location within the school. These aids allow children to move around
the school with a greater level of freedom and independence.
56
Clerestory glazing allows daylight to penetrate deep

into the north-facing classrooms, ensuring even
distribution of light. Tall storage boxes below the
high glass reduce external visual distraction, which is
highlighted by teaching staff as a significant cause of
loss of concentration levels in some visually impaired
students. This supportive physical environment helps
young people with severe and complex needs to
manage behavioral issues caused by boredom, anxiety,
and confusion exacerbated by more institutional
environments. The response from teachers,
educators, clinicians, support staff, parents, and the
students confirms the positive impact of Hazelwood
School’s design.
Learning spaces receive abundant natural light from

high windows, without distractions at eye level.
Photo by Andrew Lee
57
Sunfield Residential School consists of multiple buildings on

a 58-acre wooded site in the Worcestershire countryside.
Map Data: ©2018 Google. SUNFIELD CHILDREN’S HOME &
SPECIAL SCHOOL
CLENT GROVE, UK
GA ARCHITECTS / GLA ZZ ARD ARCHITECTS
Sunfield is an independent residential special school in a wooded setting in

England, originally founded in the 1930s. It supports students aged 6-19 years old
with severe and complex learning needs, including Autism Spectrum Disorder.
Learning and care activities are provided by an onsite Psychology and Therapies
Team offering a variety of therapies including occupational, music, play, speech and
language, and sensory integration therapy. There are 75 teaching staff, 56 special
needs support staff, and 232 residential care staff.
58
GA Architects designed a residential unit, completed in 2012, that houses 12

students with profound ASD. Glazzard Architects extended teaching and therapy
spaces, and added a new classroom wing.
Classrooms have custom furniture and interactive whiteboards, and smaller

rooms serve students who need more individualized approaches. There are
designated rooms for cooking, arts, games, and a theater. There are also a soft
play and light therapy room, sensory integration suite and sensory rooms, and a
therapy pool.
The Sunfield campus includes outdoor facilities with nature trails, an adventure
playground, outdoor sensory play equipment, trampolines, and outdoor sensory
areas with calm spaces. Sunfield has a farm and horticultural facilities used for
activities with the students. A fleet of vehicles allows students to enjoy a wide
range of appropriate community based leisure activities, such as shopping,
cinema, bowling, and swimming.
59
CONCLUSION
We are happy to share our knowledge and experience in designing for the benefit
of special needs students, and hope this guide helps those embarking on a
project for special education to identify many of the particular aspects of creating
great learning environments for these deserving children. While every project
is unique, please note that we have discussed general principles that come up
time and again in creating these spaces. The location, student population, staff
expertise, parent community, and funding model will all influence the best final
solution in each case.
If you have any comments or questions, or would like to discuss a particular

school project, please feel free to contact us as noted in the next section:
About the Authors.
60
MEET OUR EXPERTS & SOURCES
61
SOURCES
ABOUT THE AUTHORS
NAC Architecture is committed to a deep understanding of the environments
we design, particularly from the perspective of the buildings’ users. For special
education, these include the students, teachers, administrators, and parents who
form a supportive community.
To develop this level of understanding, we pair our architectural experience and

knowledge base with current research into how users experience buildings. NAC’s
Research and Experience Development Department is not staffed with architects,
but rather with dedicated researchers who curate in-depth resources to support
our design efforts. Philip Riedel represents the experienced architect behind this
digital book; Alyson Mahoe is the researcher who brought together the sources
on which it is based.
62
PHILIP RIEDEL ALYSON MAHOE

AIA, ALEP, LEED AP, PRINCIPAL RESEARCH & EXPERIENCE
PK-12 SECTOR LEADER DEVELOPMENT DEPARTMENT
Philip Riedel is a registered architect in As a member of NAC’s Research &

Washington and Texas. He has dedicated his Experience Development team, Alyson
career to the thoughtful design of educational Mahoe conducts in-depth research to
environments, including a variety of schools expand the firm’s knowledge and close the
that serve students with special needs. gap between designers and end users. She
He uses education research, classroom frequently collaborates with design teams
observation, faculty discussions, and building to incorporate a deeper understanding of
science to develop environments that policy, best practices, user research, and
promote active learning and meet the needs innovative thinking into NAC’s projects.
of the whole child. Philip is the Past President
of the Association for Learning Environments,
Pacific Northwest Region.
63
INTERVIEWS
Special thanks to the following experts for contributing their time and thoughts to
this work:
Laura Shrestha, Sensory Integration Design Consultant

Worcester, Massachusetts
Laura’s research has focused on impacts of all senses in designing for special education
learning environments, both indoor and outdoor. She advocates for managing sensory
overload and accommodating self-calming techniques. She was mentored by Dr.
Temple Grandin and Dr. Dak Kopec, as well as others affected by these conditions, and
has consulted in renovating special education and therapy spaces in multiple schools.
Her designs facilitate the work of educators and therapists, and optimize spaces for
students with sensory issues. She considers a wide range of factors, including acoustics,
materials, color, lighting, tactility, maintainability, flexibility, hallway widths, and ceiling
heights. She has consulted on specific spaces for sensory modulation, de-escalation,
and gross motor work.
Pam Guio, Innovative Learning Coach

Northwest Suburban Special Education Organization (NSSEO), Mt. Prospect, IL
All of the goals that educators have for general education students, Pam applies
to special education students: next-gen learning, flexibility, places for quiet, etc.
NSSEO has shown that special needs students in “active classrooms” achieve higher
percentages of on-task time, more student learning points, and fewer removals than
those in traditional classroom settings. Pam advocates for flexible and adjustable
furniture options to accommodate a variety of needs among students throughout the
day. She notes that not every student knows how to use mobile furniture, so instruction
is required, and that a few students need static chairs.
64
Susan Newhall, Physical Therapist

Santa Fe Public Schools, New Mexico
Susan is a longtime special educator and physical therapist for public schools, and
provided specific information about room access, spatial requirements, storage,
material choices, and finishes. For students learning to walk in walkers, adequate
space is essential, and surfaces must be flush and as smooth as possible to minimize
friction. Resilient flooring or polished concrete are good options. Minimize all sloped
surfaces and transitions between flooring materials. Provide more than one room
to service multiple students at a time, with large hooks on the wall for storage and a
swing centered 6 feet away from any wall—ideally providing a 1-foot grid of support
points for swings, and ensuring the fall zone from swings does not conflict with
stored equipment. Provide ample ceiling heights for climbing equipment. Outside,
provide accessible playgrounds with rubberized ground tiles, because wood chips and
other loose materials do not accommodate walkers. Provide indoor play spaces for
movement as well.
Lauren Coble, OTR/L Occupational Therapist

Santa Fe Public Schools, New Mexico
Lauren is an occupational therapist for a public school district, and provided specific
recommendations to support her work. Natural lighting is beneficial, but provide
window shades and dimmer switches at electric lights. Operable windows are helpful
for students with indoor air quality sensitivities. Provide accessible sinks in OT/PT
rooms. Storage should have doors, because open shelving is often distracting. Keep
wall finishes in pale colors and casework in a similar color, for low-contrast visual
environments. Child-sized furniture is required for all ages served by a room, and
temperature control needs to be specific to each room.
65
ANNOTATED BIBLIOGRAPHY
Dr. Owen, C. (2016). Design Across the Spectrum. School of Architecture &
Design, University of Tasmania, Australia.
These design guidelines have been developed through an extensive review of the
literature on autism and design, and through consultation with autism and education
specialists. While the guidelines focus on the needs of ASD, their intent is to provide
inclusive design strategies for all children across a broad spectrum of diversity.
Specifically, the guidelines have been developed for the design of playgrounds in a
mainstream primary school setting, although many of the principles could be adapted
to another context, such as autism specific schools, public playgrounds, and for
children of different ages.
Ulrike Altenmüller-Lewis (2017) Designing Schools for Students on the

Spectrum, The Design Journal, 20:sup1, S2215-S2229, DOI:
10.1080/14606925.2017.1352738
According to estimates from the U.S. Centers for Disease Control and Prevention’s
Autism and Developmental Disabilities Monitoring (ADDM) Network, in 2012 about 1 in
68 children had been identified with autism spectrum disorder (ASD). This rapid raise
in diagnosed children can be attributed to a better awareness and thus more frequent
diagnosis of ASD. However, it also means that as a society, we must better understand
and appropriately consider the needs of people with ASD, needs that may vary widely.
A broadening of the requirements and attributes of inclusive design is necessary.
This paper is an introduction to the challenges in designing learning environments
for school-aged children with ASD. While people at every age suffer from autism,
supporting children on the spectrum and helping them to develop to their highest
potential should be a priority for our society.
66
Paron-Wildes, A. (2005). Sensory Stimulation and Autistic Children.

Implications: A Newsletter by InformeDesign.
Neurological changes or deficiencies can notably change how individuals perceive and
interact with their environments. Designers must now learn to create environments for
people with neurological disorders that will support individuals’ success, productivity,
and health. It is impossible to change all environments to accommodate the growing
number of children with neurological disorders. However, reducing sensory stimuli in
areas where learning or important functions occur can help children master necessary
skills in a controlled environment.
American Federation of Teachers, W. D. (2009). The Medically Fragile Child:

Caring for Children with Special Healthcare Needs in a School Setting.
[Brochure]. Washington, DC: N.P.
This third edition sets out to accomplish three goals: educate our members on their
roles and responsibilities in relation to children with special health care needs; educate
our members on their rights as school employees; and outline possible solutions and
protections for local unions to pursue on behalf of their members.
McAllister, K., & Sloan, S. (2016). Designed by the Pupils, for the Pupils: An
Autism-Friendly School. British Journal of Special Education, 43(4),
pp. 330-357.
There is growing interest in promoting autism-friendly environments, especially in a

school setting. Findings to date have generally advocated an accepted reductionist
or generalist approach, and previous studies, while very well intentioned, have rarely
involved those with autism spectrum condition (ASC) to instruct designers. To be truly
inclusive, the authors contend that those who are most knowledgeable about ASC—
those with ASC—should, whenever possible, be given the opportunity to comment on
the design of our shared built environment. Hence, this article first introduces some of
the challenges faced by those with ASC in trying to cope with their surroundings, before
proceeding to outline the development of a simple school design ‘jigsaw’ kit that helped
67
pupils with ASC to communicate ideas for their perfect school. Seven consideration were
identified as being important to the pupils: playground provisions; a sense of security;
noise and comfort; internal circulation spaces; legibility; their own ASC Resource base;
and the wider school environment.
Lehr, D. & Greene, J. (2002). Educating Students with Complex Health Care
Needs in Public Schools: The Intersection of Healthcare Educations, and the
Law. Journal of Health Care Law and Policy, 5(1), p. 68.
This issue discusses the considerations that educational program planning must
make for “medically fragile” students, so their healthcare needs integrate with their
educational needs. Critical aspects of planning for successful comprehensive programs
for students with complex healthcare needs include: careful development of health
care plans; delineated roles and responsibilities of key personnel; access to information
and training for members of the school community; consideration of attitudes toward
students with complex health care needs; and educational plans based on the unique
instructional and supportive services needs of the students.
Kuntzler, P. M. (2013). The Key To Unlocking An Inclusive Learning Environment

Is Community. Exceptional Parent, 43(9), pp. 55-57.
Every district, state, and country has the responsibility to respect its wide spectrum
of students. Every child and young adult deserves the best education and support
possible. The majority of our nation’s school districts are not currently equipped or
prepared to serve children who are severely medically fragile. However, specialized
schools, like Henry Viscardi, are often criticized for segregation. Henry Viscardi School
has the ability to adapt learning experiences to suite each child’s individual needs.
Highly specialized schools give students the best education possible and support them
medically. Viscardi staff labor to take children to higher levels of achievement. This
is done by providing them with effective communication and ambulatory (mobility)
systems, engaging recreational options, and assisting their development of social
relationships within a preschool-12th grade educational program.
68
Spaulding, L. S. (2009). Best Practices and Interventions in Special Education:

How Do We Know What Works? TEACHING Exceptional Children Plus, 5(3).
The critical issue in special education today is no longer the assurance of access, but
rather, the assurance of effectiveness. Determining which practices and interventions
are most effective and efficient for ensuring optimal student achievement is a
fundamental concern of special education teachers in this era of accountability.
Individualization is the centerpiece of special education, and despite federal and state
efforts to standardize teaching, the special education teacher is ultimately responsible
for employing best practices to build on students’ current levels of performance and
support their social, emotional, behavioral, and intellectual needs.
Abend, A. (2001). Planning and Designing for Students with Disabilities.

National Clearinghouse for Educational Facilities. National Institute of
Building Sciences.
To meet the challenges of educating these students, school designers must go beyond
providing barrier-free buildings to embrace a broader concept of accessibility that
provides students with disabilities the maximum possible access to general education.
69
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Design For Special Education PDF

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DESIGNING FOR

ACCOMMODATING EACH CHILD

No group of students is more diverse than special education students. These

Philip Riedel Alyson Mahoe

INCLUSION AND SPECIALIZATION

GIVE STUDENTS WITH family engagement.

DESIGN CONSIDERATIONS FOR THE BUILT ENVIRONMENT

CONSIDERATIONS FOR THE

DIGNITY AND USER EXPERIENCE

Hamlin Robinson School (designed for dyslexia),

steel stud framing

2-1/2” thick spray foam

Luckily, controlling outside noise is fairly straightforward. Good building practices

Wilson High School, NAC Architecture

clerestory for lower floor exhaust

clerestory for upper floor

DISPLACEMENT VENTILATION DIAGRAM

AESTHETICS (SENSORY EFFECTS)

There is a benefit to creating a learning environment similar to the place where

All materials should be non-glare and non-toxic. Students with sensory

1—Textured solid laminate by Wilsonart; 2—Stevens Creek Elementary, NAC Architecture;

Music room with natural

It is also important to provide escape spaces and low-

An enclosed outdoor courtyard provides active movement opportunities with multiple

Research demonstrates that directly and indirectly

In schools, natural lighting, views of nature, and areas for

Cherry Crest Elementary School, NAC Architecture

Often designers will consider obvious connections with

Stevens Creek Elementary School, NAC Architecture

The sensory garden at Wilson High School is

Lake Stevens Early Learning Center, NAC Architecture

Bennett Elementary School, NAC Architecture

DURING THE DESIGN

Community room at Lake Stevens Early Learning

EQUIPMENT AND FURNITURE

Schools require significant storage space for walkers,

Classroom desks and chairs should have cushioned

Sensory rooms involve a wide array of items, including

6 1—Bioform wedges by Tumbleforms; 2—Weighted blanket

Transfer lifts, also known as patient lifts or Hoyer lifts,

Mt Si High School, NAC Architecture

ceiling mounted track

At Mt. Si High School, door frames in the special education

SPEECH & LANGUAGE

MUSIC ROOM SENSORY

In considering layout and adjacencies, be sure to

MINIMIZE TRAVEL DISTANCE

>> Administration >> Library/Media Center

The success of specific wayfinding strategies depends

For school arrivals and departures, it is important to provide adequate drop-off

Ideally, designated staff members perform these tasks,

Instead of dedicating large areas solely to circulation,

Lake Stevens Early Learning Center, NAC Architecture

SPECIFIC SPACES TO GET RIGHT

SPACES WITHIN A SCHOOL

In this section, we will explore the criteria we use to better accommodate

Stevens Creek Elementary School, NAC Architecture

TRANSITIONS BETWEEN as reading.

When designing special education classrooms, the attributes described in