Minimum standards for accessible infrastructure in schools

This document suggests ways of designing and managing school buildings to improve
accessibility for children with disabilities.

This guidance is intended as a ‘good practice’ guide for the design of new schools and
improvements to existing schools. It features sections on the external environment, school
entrances, internal circulation, evacuation, other facilities, and classrooms. Additional good
practices for managing the accessibility of the school are detailed at the end of each section.
While this document has been compiled with mainstream primary and post-primary schools in
mind, much of the content is also relevant for special schools.

What is accessibility?

Accessibility refers to how available something is to everyone. When something is accessible,

everyone has the opportunity to use it or to participate in it. Accessibility happens when we
discover and break down the barriers and create opportunities for everyone to participate fully in
their school and community.

If everyone cannot use something, such as a door, staircase or hallway, it is considered

inaccessible. Something that can be used by everyone, such as an automatic door, a ramp or wide
hallway, is considered accessible.

A student view on accessibility

Accessibility provided me with the opportunity to participate in my school, where I learn and
experience new things. As a student, I believed I have the right to go to the same places and
events and share in the same activities that my classmates do. Honestly I was afraid when first
time a came to my school entrance and the fear was..

I face this fear many time in my life but now I have no fear as my school is accessible for me.
Barriers for children with disabilities in schools
Participation in quality education is important for all young people as it provides a
cornerstone for social inclusion over their lifetime. Education is a key influence on life
factors such as job prospects, earnings, and poverty risk.

A wide body of research has demonstrated that people with disabilities have fewer
educational qualifications than non-disabled people in their age group. This leads to a
double disadvantage, where economic prospects are reduced both by disability status and
by lower levels of education. As educational underachievement is more prevalent for
people with disabilities from childhood rather than for those whose disability arose later
in life, having a disability during school or college years is clearly a factor in this
underachievement.

Students with disabilities will have certain unique requirements that impact how they use
school facilities.

For example

Students with mobility disabilities may have particular difficulties with steps, or heavy
doors. They may need additional desk space if they use a wheelchair, or additional
storage space for a walking frame or crutches
Students with visual difficulties will benefit from improved lighting and clear visual
contrasts on doorframes and support columns
Some students with emotional, psychological or mental health difficulties will benefit
from a calming environment created by appropriate use of light and colour schemes
Many students have particular requirements for access to laptop computers or other
assistive technology. Availability of power points for recharging will greatly benefit
these students

What are the first steps to promoting accessibility in your school?

The first step to promoting accessibility in your school is to have the Leadership Team find out
how accessible your school is to people who have a disability.

To take this first step, the Leadership Team may want to do an assessment of the school. The
following are suggestions for the Leadership Team to find out how accessible your school is for
people who have a disability.

Step One: Do your own research to learn more about accessibility and what it means for people
who have who have a disability. Some suggested research topics are Universal Design,
Accessibility Guidelines and, Assistive Technology.
Step Two: Compare your research with the current accessibility Plan of your school board to
compile any further information.

Step Three: Create a School Accessibility Checklist. The Sample Accessibility Checklist at the
end of this section may be helpful in this endeavor. You can expand on this checklist by adding
items that you have come up with from your own research.

Step Four: Divide team into groups who will use the School Accessibility Checklist to find out
how accessible the school is for people who have a disability. Alternatively the team can use the
Accessibility Checklist to do the assessment themselves. Team will require a tape measure
to undertake this task. Note that on the checklist, Yes” is checked off if the feature exists, “No” if
it doesn’t exist, and “Not Applicable (N/A)” if it doesn’t apply to the school.

Step Five: Once the assessments have been completed, identify what, if anything needs to be
changed in your school to make it more accessible.

Step Six: Make a list of the most important accessibility changes that need to be made in your
school. These priorities can then be included in the Action Plan.

What are the minimum standards to make a school accessible?

Ideally school building fully needs to design by following the accessibility code which are
approved by government. Following are the key requirements

1: School Entrance
2: Ramps with handrail at every point where needed
3: Accessible Washroom
4: Pathways
5: Signage

School Entrance

The main school entrance should be easily identifiable from a distance by its design, location,
signage and lighting. It should be easy for all students, staff and parents to use. This should be
readily achievable in new buildings. In existing buildings, it is important to ensure that students
with disabilities can use the same entrance as other students.

Some key considerations in relation to entrances include:

• A ramp can be used to address small changes in level, up to 300mm. Where there is a change in
level of 300mm or more at the approach to the entrance, both a ramp and steps should be
provided.
Photo

•Entrance Doors that are wide enough and easily operated.

•Manual door closers should be avoided where possible. These can cause difficulties for people
with mobility disabilities because of the force needed to open the door,
•Revolving doors should also be avoided. These can be very difficult for wheelchair users and
people with mobility difficulties to use
•Sufficient circulation space around the entrance can minimize congestion at the start and end of
the day
•A good visual link between the internal office, reception and main entrance area, to the main
external approach will help staff to identify any students or visitors in need of assistance
•Appropriate signage directs visitors to the entrance or reception area

Photo: 1 Government school in Battagram (Accessible infrastructure provided by CHEF

International under “Inclusive Education” project)
Ramp

Wherever level changes necessitate provision of staircases, the creation of obstruction for
wheelchair user and other people with mobility problems require alternate means of negotiating
the level difference. Lift and ramps provided this alternate to the use of stairs. Ideally, the
entrance to ramp should be adjustment to the stairs.

Preferably the ramp slop should remain between 1:12. However in tighter places, ramps with a
slope of up to 1:8 are also acceptable. The single run of an interior ramp should not exceed 48
feet.

Photo: 3 Government school in Battagram (Accessible infrastructure provided by CHEF

International under “Inclusive Education” project)
The width of the ramp depends upon use, configuration and slop, but is should not be less than
36 in. (915 mm) for a one-way use at a time.

Photo: 4 Government school in Battagram ( Accessible infrastructure provided by CHEF

International under “Inclusive Education” project)
Ramp should be provided with landings for resting, maneuvering and avoiding excessive speed.
The width of landing should be enough to allow for two wheelchairs to cross each other and turn
at the same time.

Photo: 5 Government school in Battagram ( Accessible infrastructure provided by CHEF

International under “Inclusive Education” project)
A protective handrail should be provided along the full length of the ramp, which should
extended at least 12in. (305 mm) beyond the extreme ends of ramps. For ramps more than 72 im.
(1880 mm) wide intermediate handrail should be provided.

Photo: 6 Government school in Battagram ( Accessible infrastructure provided by CHEF

International under “Inclusive Education” project)

The floor surface should be of a non-skid material. Carpets should never be used on inclined
surfaces. Colour contrasting tactile detectable warning strips should be placed at the start and end
of ramp. These detachable warning strips should be placed of the same width as that for the
ramp, and depth should be between 18 in. (460 mm) and 30 in (760 mm)
Accessible toilet facility

Accessible washrooms shall be provided as per school requirement. The accessible toilet should
have at least 60 in.(1525 mm) wide clear space in both directions. Smaller toilets shall have door
opening outside.

Photo: 7 Government school in Battagram ( Accessible infrastructure provided by CHEF

International under “Inclusive Education” project)

The wash basin shall be wall mounted type with lever handle controls and insulted and concealed
hot water pipe connections.
Photo: 8 Government school in Battagram ( Accessible infrastructure provided by CHEF
International under “Inclusive Education” project)
The bottom of mirror shall not be more than 40 in. (1015 mm) above floor level, and all operable
parts and controls of others fixtures and fittings shall be located within a range of 40 in. (1015
mm) and 48 in. (1220 mm) above floor level.

Photo: 9 Government school in Battagram ( Accessible infrastructure provided by CHEF

International under “Inclusive Education” project)

Water closet shall be located between 18 in. (460 mm) and 21 in. (535 mm) from the center line
of the water closet to one of the adjoining walls. If un-coupled, the water closet shall have a back
support. Reachable Muslim shower should be provided at the adjoining wall.

Water closet should be European type with the top of seat at a height between 18 in. (460 mm)
and 20 in. (510 mm) above floor level. Toilet seats for people with mobility and neurological
disability should be at least 18 in. high. Squatting type water closet can be modified with the help
of removable adapters of person who face difficulty in squatting.
Photo: 10 Government school in Battagram ( Accessible infrastructure provided by CHEF
International under “Inclusive Education” project)

Photo

Specification for water closer serving children

Dimensions Pre-/ Kindergarten Grades 1st - 3rd Grades 4th – 7th (ages
(Age 3-4) in. (mm) (Ages 5- 8) 9- 10 ) in. (mm)
In. (mm)
Water closet 12 12 – 15 15 – 18
centerline (305) (305 – 380) (380 – 460)
Toilet seat height 11 – 12 12 – 15 15 – 17
(280 - 305 (305 – 380) (380 – 430)
Grab bar height 18 – 20 20 – 25 25 – 27
(460 – 510) (510 – 635) (635 – 685)
Dispenser Height 14 14 – 17 17 – 19
(355) (355 – 430) (430 – 480)

Handrail & Grab Bars

All accessible staircases, accessible ramps and corridors and spaces for the exclusive use of
ambulatory people with disabilities shall be provided with securely fixed handrails. Where the
gradient of a ramp is less than 1:20 no handrail is required. Where is a drop of more than 18
inches (460 mm), to the side of an accessible ramp, staircase or passage, a protecting shall be
provided. The height of handrail shall be not less 30 in. (760 mm), or more than 48 in. (1220
mm) above floor level.

Photo: 11 Government school in Battagram ( Accessible infrastructure provided by CHEF

International under “Inclusive Education” project)

The handrail shall either be circular or oval in shape and having a maximum diameter of 2 in.
(50 mm) at the grip. Profiles or size of handrail that exceed 2 in are not permitted. Handrail
should extend horizontally for at least 12 in. (305) at each end of staircase or ramp.
Photo: 12 Government school in Battagram ( Accessible infrastructure provided by CHEF
International under “Inclusive Education” project)